educational organizations — management systems for educational...

© ISO 2017

Educational organizations — Management systems for educational organizations — Requirements with guidance for useTitre manque

ICS: 03.100.70; 03.180

Reference numberISO/DIS 21001:2017(E)

DRAFT INTERNATIONAL STANDARDISO/DIS 21001

ISO/PC 288 Secretariat: KATS

Voting begins on: Voting terminates on:2017-03-27 2017-06-18

THIS DOCUMENT IS A DRAFT CIRCULATED FOR COMMENT AND APPROVAL. IT IS THEREFORE SUBJECT TO CHANGE AND MAY NOT BE REFERRED TO AS AN INTERNATIONAL STANDARD UNTIL PUBLISHED AS SUCH.

IN ADDITION TO THEIR EVALUATION AS BEING ACCEPTABLE FOR INDUSTRIAL, TECHNOLOGICAL, COMMERCIAL AND USER PURPOSES, DRAFT INTERNATIONAL STANDARDS MAY ON OCCASION HAVE TO BE CONSIDERED IN THE LIGHT OF THEIR POTENTIAL TO BECOME STANDARDS TO WHICH REFERENCE MAY BE MADE IN NATIONAL REGULATIONS.

RECIPIENTS OF THIS DRAFT ARE INVITED TO SUBMIT, WITH THEIR COMMENTS, NOTIFICATION OF ANY RELEVANT PATENT RIGHTS OF WHICH THEY ARE AWARE AND TO PROVIDE SUPPORTING DOCUMENTATION.

This document is circulated as received from the committee secretariat.

Licensed to: Widebeck, Malin MsDownloaded: 2017-03-28Single user licence only, copying and networking prohibited

ISO/DIS 21001:2017(E)

ISO/DIS 21001:2017(E)

© ISO 2017 – All rights reserved iii

Contents 1

Foreword ........................................................................................................................................................................ vii 22

Introduction .................................................................................................................................................................. vii 23

0 Introduction................................................................................................................................................... viii 24 General ............................................................................................................................................................ viii 0.125 Relevance ........................................................................................................................................................ viii 0.226 Relationship between ISO 21001 and other ISO Standards ........................................................... ix 0.327 Principles for a Management System for Educational Organizations ........................................ ix 0.428 Process Approach ............................................................................................................................................ x 0.529

0.5.1 General ................................................................................................................................................................ x 30 0.5.2 Plan-Do-Check-Act Cycle ............................................................................................................................. xi 31 0.5.3 Risk-based thinking ...................................................................................................................................... xi 32

Organization Mission, Vision and Strategy .......................................................................................... xii 0.633

1 Scope ....................................................................................................................................................................1 34

2 Normative references ....................................................................................................................................1 35

3 Terms and definitions ....................................................................................................................................1 36

4 Context of the Organization .........................................................................................................................9 37 Understanding the organization and its context ..................................................................................9 4.138 Understanding the needs and expectations of interested parties .................................................9 4.239 Determining the scope of the EOMS ..........................................................................................................9 4.340 The EOMS and its processes ...................................................................................................................... 10 4.441

5 Leadership ....................................................................................................................................................... 11 42 Leadership and commitment ................................................................................................................... 11 5.143

5.1.1 General ............................................................................................................................................................. 11 44 5.1.2 Focus on Learners and Other Beneficiaries ........................................................................................ 12 45

Policy ................................................................................................................................................................. 12 5.246 5.2.1 Developing the organization's policy .................................................................................................... 12 47 5.2.2 Communicating the organization's policy ........................................................................................... 12 48

Organization roles, responsibilities and authorities ....................................................................... 12 5.349

6 Planning ........................................................................................................................................................... 13 50 Actions to address risks and opportunities ........................................................................................ 13 6.151 Educational organization's objectives and planning to achieve them ...................................... 14 6.252 Planning of Changes ..................................................................................................................................... 14 6.353

7 Support ............................................................................................................................................................. 15 54 Resources ........................................................................................................................................................ 15 7.155

7.1.1 General ............................................................................................................................................................. 15 56 7.1.2 Human Resources ......................................................................................................................................... 15 57 7.1.3 Facilities ........................................................................................................................................................... 15 58 7.1.4 Environment for the operation of educational processes ............................................................. 16 59 7.1.5 Monitoring and measuring resources ................................................................................................... 17 60 7.1.6 Organizational Knowledge ........................................................................................................................ 17 61

Competence .................................................................................................................................................... 18 7.262 Awareness ....................................................................................................................................................... 19 7.363 Communication ............................................................................................................................................. 19 7.464

ii © ISO 2017 – All rights reserved

COPYRIGHT PROTECTED DOCUMENT

© ISO 2017, Published in SwitzerlandAll rights reserved. Unless otherwise specified, no part of this publication may be reproduced or utilized otherwise in any form or by any means, electronic or mechanical, including photocopying, or posting on the internet or an intranet, without prior written permission. Permission can be requested from either ISO at the address below or ISO’s member body in the country of the requester.

ISO copyright officeCh. de Blandonnet 8 • CP 401CH-1214 Vernier, Geneva, SwitzerlandTel. +41 22 749 01 11Fax +41 22 749 09 [email protected] Licensed to: Widebeck, Malin Ms

Downloaded: 2017-03-28Single user licence only, copying and networking prohibited

ISO/DIS 21001:2017(E)

© ISO 2017 – All rights reserved iii

Contents Page 21

Foreword ........................................................................................................................................................................ vii 22

Introduction .................................................................................................................................................................. vii 23

0 Introduction................................................................................................................................................... viii 24 General ............................................................................................................................................................ viii 0.125 Relevance ........................................................................................................................................................ viii 0.226 Relationship between ISO 21001 and other ISO Standards ........................................................... ix 0.327 Principles for a Management System for Educational Organizations ........................................ ix 0.428 Process Approach ............................................................................................................................................ x 0.529

0.5.1 General ................................................................................................................................................................ x 30 0.5.2 Plan-Do-Check-Act Cycle ............................................................................................................................. xi 31 0.5.3 Risk-based thinking ...................................................................................................................................... xi 32

Organization Mission, Vision and Strategy .......................................................................................... xii 0.633

1 Scope ....................................................................................................................................................................1 34

2 Normative references ....................................................................................................................................1 35

3 Terms and definitions ....................................................................................................................................1 36

4 Context of the Organization .........................................................................................................................9 37 Understanding the organization and its context ..................................................................................9 4.138 Understanding the needs and expectations of interested parties .................................................9 4.239 Determining the scope of the EOMS ..........................................................................................................9 4.340 The EOMS and its processes ...................................................................................................................... 10 4.441

5 Leadership ....................................................................................................................................................... 11 42 Leadership and commitment ................................................................................................................... 11 5.143

5.1.1 General ............................................................................................................................................................. 11 44 5.1.2 Focus on Learners and Other Beneficiaries ........................................................................................ 12 45

Policy ................................................................................................................................................................. 12 5.246 5.2.1 Developing the organization's policy .................................................................................................... 12 47 5.2.2 Communicating the organization's policy ........................................................................................... 12 48

Organization roles, responsibilities and authorities ....................................................................... 12 5.349

6 Planning ........................................................................................................................................................... 13 50 Actions to address risks and opportunities ........................................................................................ 13 6.151 Educational organization's objectives and planning to achieve them ...................................... 14 6.252 Planning of Changes ..................................................................................................................................... 14 6.353

7 Support ............................................................................................................................................................. 15 54 Resources ........................................................................................................................................................ 15 7.155

7.1.1 General ............................................................................................................................................................. 15 56 7.1.2 Human Resources ......................................................................................................................................... 15 57 7.1.3 Facilities ........................................................................................................................................................... 15 58 7.1.4 Environment for the operation of educational processes ............................................................. 16 59 7.1.5 Monitoring and measuring resources ................................................................................................... 17 60 7.1.6 Organizational Knowledge ........................................................................................................................ 17 61

Competence .................................................................................................................................................... 18 7.262 Awareness ....................................................................................................................................................... 19 7.363 Communication ............................................................................................................................................. 19 7.464


ISO/DIS 21001:2017(E)

iv © ISO 2017 – All rights reserved

7.4.1 General ............................................................................................................................................................. 19 65 7.4.2 Communication purposes ......................................................................................................................... 19 66 7.4.3 Communication arrangements ............................................................................................................... 19 67

Documented information .......................................................................................................................... 20 7.568 7.5.1 General ............................................................................................................................................................. 20 69 7.5.2 Creating and updating ................................................................................................................................ 21 70 7.5.3 Control of documented information ..................................................................................................... 21 71

8 Operation ........................................................................................................................................................ 22 72 Operational planning and control .......................................................................................................... 22 8.173 Requirements for products and services ............................................................................................ 23 8.274

8.2.1 Determination of Requirements for Products and Services ......................................................... 23 75 8.2.2 Changes to requirements for products and services ....................................................................... 23 76

Design and development of products and services ......................................................................... 23 8.377 8.3.1 General ............................................................................................................................................................. 23 78 8.3.2 Design and development planning ........................................................................................................ 23 79 8.3.3 Design and development inputs ............................................................................................................. 24 80 8.3.4 Design and development controls ......................................................................................................... 24 81 8.3.5 Review of the requirements for products and services ................................................................. 26 82 8.3.6 Design and development outputs ........................................................................................................... 26 83 8.3.7 Design and development changes .......................................................................................................... 27 84

Implementation ............................................................................................................................................ 27 8.485 8.4.1 Preparing for service provision .............................................................................................................. 27 86 8.4.2 Release of products and services ........................................................................................................... 28 87 8.4.3 Control of changes........................................................................................................................................ 28 88

Service Provision .......................................................................................................................................... 28 8.589 8.5.1 General ............................................................................................................................................................. 28 90 8.5.2 Admission of learners ................................................................................................................................. 29 91 8.5.3 Delivery of programmes ............................................................................................................................ 29 92 8.5.4 Summative Assessment ............................................................................................................................. 30 93 8.5.5 Recognition of assessed learning ........................................................................................................... 30 94

Control of externally provided processes, products and services ............................................. 31 8.695 8.6.1 General ............................................................................................................................................................. 31 96 8.6.2 Type and extent of control of external provision ............................................................................. 31 97 8.6.3 Information for external providers ....................................................................................................... 32 98

Traceability and Preservation ................................................................................................................. 32 8.799 8.7.1 Traceability .................................................................................................................................................... 32 100 8.7.2 Preservation................................................................................................................................................... 33 101

Protection and Transparency of Learners’ Data ............................................................................... 33 8.8102 Property belonging to interested parties ............................................................................................ 33 8.9103

9 Performance evaluation ............................................................................................................................ 33 104 Monitoring, measurement, analysis and evaluation ....................................................................... 33 9.1105

9.1.1 General ............................................................................................................................................................. 33 106 9.1.2 Satisfaction of learners, other beneficiaries and staff .................................................................... 34 107 9.1.3 Analysis and evaluation ............................................................................................................................. 35 108 9.1.4 Monitoring and measuring needs .......................................................................................................... 35 109 9.1.5 Methods for monitoring, measurement, analysis and evaluation .............................................. 36 110

Internal audit ................................................................................................................................................. 36 9.2111 Management review .................................................................................................................................... 37 9.3112

9.3.1 General ............................................................................................................................................................. 37 113 9.3.2 Management review inputs ...................................................................................................................... 37 114 9.3.3 Management review outputs ................................................................................................................... 37 115


ISO/DIS 21001:2017(E)

iv © ISO 2017 – All rights reserved

7.4.1 General ............................................................................................................................................................. 19 65 7.4.2 Communication purposes ......................................................................................................................... 19 66 7.4.3 Communication arrangements ............................................................................................................... 19 67

Documented information .......................................................................................................................... 20 7.568 7.5.1 General ............................................................................................................................................................. 20 69 7.5.2 Creating and updating ................................................................................................................................ 21 70 7.5.3 Control of documented information ..................................................................................................... 21 71

8 Operation ........................................................................................................................................................ 22 72 Operational planning and control .......................................................................................................... 22 8.173 Requirements for products and services ............................................................................................ 23 8.274

8.2.1 Determination of Requirements for Products and Services ......................................................... 23 75 8.2.2 Changes to requirements for products and services ....................................................................... 23 76

Design and development of products and services ......................................................................... 23 8.377 8.3.1 General ............................................................................................................................................................. 23 78 8.3.2 Design and development planning ........................................................................................................ 23 79 8.3.3 Design and development inputs ............................................................................................................. 24 80 8.3.4 Design and development controls ......................................................................................................... 24 81 8.3.5 Review of the requirements for products and services ................................................................. 26 82 8.3.6 Design and development outputs ........................................................................................................... 26 83 8.3.7 Design and development changes .......................................................................................................... 27 84

Implementation ............................................................................................................................................ 27 8.485 8.4.1 Preparing for service provision .............................................................................................................. 27 86 8.4.2 Release of products and services ........................................................................................................... 28 87 8.4.3 Control of changes........................................................................................................................................ 28 88

Service Provision .......................................................................................................................................... 28 8.589 8.5.1 General ............................................................................................................................................................. 28 90 8.5.2 Admission of learners ................................................................................................................................. 29 91 8.5.3 Delivery of programmes ............................................................................................................................ 29 92 8.5.4 Summative Assessment ............................................................................................................................. 30 93 8.5.5 Recognition of assessed learning ........................................................................................................... 30 94

Control of externally provided processes, products and services ............................................. 31 8.695 8.6.1 General ............................................................................................................................................................. 31 96 8.6.2 Type and extent of control of external provision ............................................................................. 31 97 8.6.3 Information for external providers ....................................................................................................... 32 98

Traceability and Preservation ................................................................................................................. 32 8.799 8.7.1 Traceability .................................................................................................................................................... 32 100 8.7.2 Preservation................................................................................................................................................... 33 101

Protection and Transparency of Learners’ Data ............................................................................... 33 8.8102 Property belonging to interested parties ............................................................................................ 33 8.9103

9 Performance evaluation ............................................................................................................................ 33 104 Monitoring, measurement, analysis and evaluation ....................................................................... 33 9.1105

9.1.1 General ............................................................................................................................................................. 33 106 9.1.2 Satisfaction of learners, other beneficiaries and staff .................................................................... 34 107 9.1.3 Analysis and evaluation ............................................................................................................................. 35 108 9.1.4 Monitoring and measuring needs .......................................................................................................... 35 109 9.1.5 Methods for monitoring, measurement, analysis and evaluation .............................................. 36 110

Internal audit ................................................................................................................................................. 36 9.2111 Management review .................................................................................................................................... 37 9.3112

9.3.1 General ............................................................................................................................................................. 37 113 9.3.2 Management review inputs ...................................................................................................................... 37 114 9.3.3 Management review outputs ................................................................................................................... 37 115

ISO/DIS 21001:2017(E)

© ISO 2017 – All rights reserved v

10 Improvement .................................................................................................................................................. 38 116 General ............................................................................................................................................................. 38 10.1117 Nonconformity and corrective action ................................................................................................... 38 10.2118 Continual improvement ............................................................................................................................. 39 10.3119

(normative) Additional Requirements for Special Needs Education .................................... 40 Annex A120 A.1 General ............................................................................................................................................................. 40 121 A.2 Additional requirements to clauses ....................................................................................................... 40 122 A.2.1 Additional requirements to 5.1.1 Leadership and commitment - general .............................. 40 123 A.2.2 Additional requirements to 7.2 Competence ..................................................................................... 41 124 A.2.3 Additional note to 8.2.1 Determination of requirements for products and services .......... 41 125 A.2.4 Additional requirements to 8.5.3 Delivery of programmes .......................................................... 42 126 A.2.5 Additional requirements to 9.1.5 Methods for monitoring, measurement, analysis 127

and evaluation ............................................................................................................................................... 42 128

(normative) Additional Requirements for Research .................................................................. 43 Annex B129 B.1 Introduction.................................................................................................................................................... 43 130 B.2 Examples of research Involvement of educational organization interested parties ........... 43 131 B.3 Provision of research principles and guidelines ............................................................................... 43 132 B.4 Provision of information regarding research processes................................................................ 44 133 B.5 Training and consultation ......................................................................................................................... 44 134

(normative) Additional Requirements for Early Childhood Education ................................. 46 Annex C135 C.1 General ............................................................................................................................................................. 46 136 C.2 Facilities ........................................................................................................................................................... 46 137 C.3 Competence .................................................................................................................................................... 46 138 C.4 Communication ............................................................................................................................................. 46 139 C.5 Individual Learning Plans.......................................................................................................................... 46 140 C.6 Reception and Delivery of the Child ....................................................................................................... 47 141 C.6.1 Reception of the Child ................................................................................................................................. 47 142 C.6.2 Delivery of the Child .................................................................................................................................... 47 143 C.7 Hygiene care ................................................................................................................................................... 47 144 C.8 Care in situation of illness or accident .................................................................................................. 48 145 C.9 Pedagogical-Playful Materials, Equipment and Spaces .................................................................. 48 146

(informative) Principles for a Management System for Educational Organizations Annex D147 (EOMS) .............................................................................................................................................................. 49 148

D.1 A focus on the needs of learners and other beneficiaries .............................................................. 49 149 D.2 Learning-Centeredness .............................................................................................................................. 49 150 D.3 Visionary Leadership .................................................................................................................................. 49 151 D.4 Engagement of People ................................................................................................................................. 49 152 D.5 Process Approach ......................................................................................................................................... 49 153 D.6 Improvement .................................................................................................................................................. 49 154 D.7 Evidence-Based Decisions ......................................................................................................................... 49 155 D.8 Relationship Management ......................................................................................................................... 50 156 D.9 Social responsibility .................................................................................................................................... 50 157 D.10 Accessibility and Equity ............................................................................................................................. 50 158 D.11 Ethical conduct in education .................................................................................................................... 50 159 D.12 Data Security & Protection ........................................................................................................................ 50 160 D.13 Holistic Approach ......................................................................................................................................... 50 161 D.14 Adaptability .................................................................................................................................................... 51 162 D.15 Extensibility .................................................................................................................................................... 51 163

(informative) Classification of Interested Parties ........................................................................ 52 Annex E164 E.1 Interested Parties for an EOMS ................................................................................................................ 52 165


ISO/DIS 21001:2017(E)

vi © ISO 2017 – All rights reserved

(informative) Guidelines for Communication with Interested Parties ................................ 54 Annex F166 F.1 Levels of Engagement ................................................................................................................................. 54 167 F.2 Methods of Engagement & Communications ...................................................................................... 55 168 F.2.1 Communications for the purpose of obtaining the position, opinion or consent of 169

interested parties ......................................................................................................................................... 55 170 F.2.2 Communications for the purpose of conveying relevant, accurate and timely 171

information to interested parties .......................................................................................................... 56 172 F.3 Frequency of communication with Interested Parties ................................................................... 57 173 F.4 Receipt and handling feedback from Interested Parties ............................................................... 57 174 F.5 Review of impact of feedback from interested parties on the management system ........... 58 175

(informative) Processes, Procedures, Methods and Tools in Educational Annex G176 Organizations ................................................................................................................................................ 59 177

G.1 Processes ......................................................................................................................................................... 59 178 G.2 Measures ......................................................................................................................................................... 60 179 G.3 Tools.................................................................................................................................................................. 60 180

Bibliography ................................................................................................................................................................. 62 181

182


ISO/DIS 21001:2017(E)

vi © ISO 2017 – All rights reserved

(informative) Guidelines for Communication with Interested Parties ................................ 54 Annex F166 F.1 Levels of Engagement ................................................................................................................................. 54 167 F.2 Methods of Engagement & Communications ...................................................................................... 55 168 F.2.1 Communications for the purpose of obtaining the position, opinion or consent of 169

interested parties ......................................................................................................................................... 55 170 F.2.2 Communications for the purpose of conveying relevant, accurate and timely 171

information to interested parties .......................................................................................................... 56 172 F.3 Frequency of communication with Interested Parties ................................................................... 57 173 F.4 Receipt and handling feedback from Interested Parties ............................................................... 57 174 F.5 Review of impact of feedback from interested parties on the management system ........... 58 175

(informative) Processes, Procedures, Methods and Tools in Educational Annex G176 Organizations ................................................................................................................................................ 59 177

G.1 Processes ......................................................................................................................................................... 59 178 G.2 Measures ......................................................................................................................................................... 60 179 G.3 Tools.................................................................................................................................................................. 60 180

Bibliography ................................................................................................................................................................. 62 181

182

ISO/DIS 21001:2017(E)

© ISO 2017 – All rights reserved vii

Foreword 183

ISO (the International Organization for Standardization) is a worldwide federation of national 184 standards bodies (ISO member bodies). The work of preparing International Standards is normally 185 carried out through ISO technical committees. Each member body interested in a subject for which a 186 technical committee has been established has the right to be represented on that committee. 187 International organizations, governmental and non-governmental, in liaison with ISO, also take part in 188 the work. ISO collaborates closely with the International Electrotechnical Commission (IEC) on all 189 matters of electrotechnical standardization. 190

The procedures used to develop this document and those intended for its further maintenance are 191 described in the ISO/IEC Directives, Part 1. In particular the different approval criteria needed for the 192 different types of ISO documents should be noted. This document was drafted in accordance with the 193 editorial rules of the ISO/IEC Directives, Part 2 (see www.iso.org/directives). 194

Attention is drawn to the possibility that some of the elements of this document may be the subject of 195 patent rights. ISO shall not be held responsible for identifying any or all such patent rights. Details of 196 any patent rights identified during the development of the document will be in the Introduction and/or 197 on the ISO list of patent declarations received (see www.iso.org/patents). 198

Any trade name used in this document is information given for the convenience of users and does not 199 constitute an endorsement. 200

For an explanation on the meaning of ISO specific terms and expressions related to conformity 201 assessment, as well as information about ISO's adherence to the World Trade Organization (WTO) 202 principles in the Technical Barriers to Trade (TBT) see the following URL: 203 www.iso.org/iso/foreword.html. 204

The committee responsible for this document is ISO/PC288/WG1. 205


ISO/DIS 21001:2017(E)

viii © ISO 2017 – All rights reserved

Introduction 206

0 Introduction 207

General 0.1208

ISO 21001 provides a common management tool for organizations providing educational products and 209 services capable of meeting learners' and other beneficiaries' requirements. 210

Relevance 0.2211

There is a critical and continuous need for educational organizations to evaluate the degree to which 212 they meet the requirements of learners and other beneficiaries, as well as other relevant interested 213 parties (for a classification of interested parties in educational organizations refer to Annex E) and to 214 improve their ability to continue to do so. 215

Although educational organizations and learners worldwide are the main beneficiaries of this 216 management system standard, all interested parties will benefit from standardized management 217 systems in educational organizations. 218

EXAMPLE Employers who sponsor and encourage staff to participate in educational services may also 219 benefit from the standard. 220

The potential benefits to an organization of implementing a Management System for Educational 221 Organizations (EOMS) based on this international standard are: 222

a) better alignment of policy (including mission and vision) with objectives and activities; 223

b) inclusive and equitable quality education for all; 224

c) facilitation of self-directed learning and lifelong learning opportunities; 225

d) more personalized learning and effective response to all learners and particularly to learners with 226 special education needs and distance learners; 227

e) consistent processes and evaluation tools to demonstrate and increase effectiveness and efficiency; 228

f) increased credibility of the organization; 229

g) a means that enables educational organizations to demonstrate their commitment to effective 230 quality management practices; 231

h) a culture for organizational improvement; 232

i) harmonization of national and proprietary standards within an international framework; 233

j) widened participation of interested parties; 234

k) stimulation of excellence and innovation. 235


ISO/DIS 21001:2017(E)

viii © ISO 2017 – All rights reserved

Introduction 206

0 Introduction 207

General 0.1208

ISO 21001 provides a common management tool for organizations providing educational products and 209 services capable of meeting learners' and other beneficiaries' requirements. 210

Relevance 0.2211

There is a critical and continuous need for educational organizations to evaluate the degree to which 212 they meet the requirements of learners and other beneficiaries, as well as other relevant interested 213 parties (for a classification of interested parties in educational organizations refer to Annex E) and to 214 improve their ability to continue to do so. 215

Although educational organizations and learners worldwide are the main beneficiaries of this 216 management system standard, all interested parties will benefit from standardized management 217 systems in educational organizations. 218

EXAMPLE Employers who sponsor and encourage staff to participate in educational services may also 219 benefit from the standard. 220

The potential benefits to an organization of implementing a Management System for Educational 221 Organizations (EOMS) based on this international standard are: 222

a) better alignment of policy (including mission and vision) with objectives and activities; 223

b) inclusive and equitable quality education for all; 224

c) facilitation of self-directed learning and lifelong learning opportunities; 225

d) more personalized learning and effective response to all learners and particularly to learners with 226 special education needs and distance learners; 227

e) consistent processes and evaluation tools to demonstrate and increase effectiveness and efficiency; 228

f) increased credibility of the organization; 229

g) a means that enables educational organizations to demonstrate their commitment to effective 230 quality management practices; 231

h) a culture for organizational improvement; 232

i) harmonization of national and proprietary standards within an international framework; 233

j) widened participation of interested parties; 234

k) stimulation of excellence and innovation. 235

ISO/DIS 21001:2017(E)

© ISO 2017 – All rights reserved ix

Relationship between ISO 21001 and other ISO Standards 0.3236

ISO 21001 is a stand-alone management system standard, aligned with ISO 9001 (without being a 237 sector application). It focuses on the management systems of educational organizations as well as the 238 impact of these on learners and other relevant interested parties. 239

This international standard applies the high-level structure, identical subtitles, identical text, common 240 terms, and core definitions of Annex SL of ISO/IEC Directives, Part 1, Consolidated ISO Supplement, and 241 therefore maintains compatibility with other management system standards that have adopted the 242 Annex SL. This common approach defined in the Annex SL will be useful for those organizations that 243 choose to operate a single management system that meets the requirements of two or more 244 management system standards. 245

Principles for a Management System for Educational Organizations 0.4246

This EOMS entails the following management principles: 247

a) focus on the needs of learners and other beneficiaries; 248

b) learning-centeredness; 249

c) visionary leadership; 250

d) engagement of learners and interested parties; 251

e) process approach; 252

f) improvement; 253

g) evidence-based decisions; 254

h) relationship management; 255

i) social responsibility; 256

j) accessibility and equity; 257

k) ethical conduct in education; 258

l) data security and protection; 259

m) holistic approach; 260

n) adaptability; 261

o) extensibility. 262

NOTE the details of these principles are analysed in Annex D. 263


ISO/DIS 21001:2017(E)

x © ISO 2017 – All rights reserved

Process Approach 0.5264

0.5.1 General 265

This International Standard promotes the adoption of a process approach when developing, 266 implementing and improving the effectiveness of a quality management system, to enhance learner and 267 other beneficiary satisfaction by meeting learner and other beneficiary requirements. Specific 268 requirements considered essential to the adoption of a process approach are included in 4.4. 269

Understanding and managing interrelated processes as a system contributes to the organization’s 270 effectiveness and efficiency in achieving its intended results. This approach enables the organization to 271 control the interrelationships and interdependencies among the processes of the system, so that the 272 overall performance of the organization can be enhanced. 273

The process approach involves the systematic definition and management of processes, and their 274 interactions, so as to achieve the intended results in accordance with the policy, objectives and strategic 275 plan of the organization. Management of the processes and the system as a whole can be achieved using 276 the PDCA cycle (see 0.5.2) with an overall focus on risk-based thinking (see 0.5.3) aimed at taking 277 advantage of opportunities and preventing undesirable results. The application of the process approach 278 in an EOMS enables: 279

— understanding and consistency in meeting requirements; 280

— the consideration of processes in terms of added value; 281

— the achievement of effective process performance; 282

— improvement of processes based on evaluation of data and information. 283

Figure 1 gives a schematic representation of any process and shows the interaction of its elements. The 284 monitoring and measuring check points, which are necessary for control, are specific to each process 285 and will vary depending on the related risks. 286

287

Figure 1 — Schematic Representation of the Elements of a Single Process (Assessment of the 288 Educational Effectiveness Process) 289


ISO/DIS 21001:2017(E)

x © ISO 2017 – All rights reserved

Process Approach 0.5264

0.5.1 General 265

This International Standard promotes the adoption of a process approach when developing, 266 implementing and improving the effectiveness of a quality management system, to enhance learner and 267 other beneficiary satisfaction by meeting learner and other beneficiary requirements. Specific 268 requirements considered essential to the adoption of a process approach are included in 4.4. 269

Understanding and managing interrelated processes as a system contributes to the organization’s 270 effectiveness and efficiency in achieving its intended results. This approach enables the organization to 271 control the interrelationships and interdependencies among the processes of the system, so that the 272 overall performance of the organization can be enhanced. 273

The process approach involves the systematic definition and management of processes, and their 274 interactions, so as to achieve the intended results in accordance with the policy, objectives and strategic 275 plan of the organization. Management of the processes and the system as a whole can be achieved using 276 the PDCA cycle (see 0.5.2) with an overall focus on risk-based thinking (see 0.5.3) aimed at taking 277 advantage of opportunities and preventing undesirable results. The application of the process approach 278 in an EOMS enables: 279

— understanding and consistency in meeting requirements; 280

— the consideration of processes in terms of added value; 281

— the achievement of effective process performance; 282

— improvement of processes based on evaluation of data and information. 283

Figure 1 gives a schematic representation of any process and shows the interaction of its elements. The 284 monitoring and measuring check points, which are necessary for control, are specific to each process 285 and will vary depending on the related risks. 286

287

Figure 1 — Schematic Representation of the Elements of a Single Process (Assessment of the 288 Educational Effectiveness Process) 289

ISO/DIS 21001:2017(E)

© ISO 2017 – All rights reserved xi

0.5.2 Plan-Do-Check-Act Cycle 290

The PDCA cycle can be applied to all processes and to the quality management system as a whole. 291 Figure 2 illustrates how Clauses 4 to 10 can be grouped in relation to the PDCA cycle. 292

293

NOTE Numbers in brackets refer to clauses in this international standard. 294

Figure 2 — Representation of the structure of this International Standard in the PDCA cycle 295

The PDCA cycle can be briefly described as follows: 296

— Plan: establish the objectives of the system and its processes, and the resources needed to deliver 297 results in accordance with learners' and other beneficiaries' requirements and the organization’s 298 policies, and identify and address risks and opportunities; 299

— Do: implement what was planned; 300

— Check: monitor and (where applicable) measure processes and the resulting products and services 301 against policies, objectives, requirements and planned activities, and report the results; 302

— Act: take actions to improve performance, as necessary 303

0.5.3 Risk-based thinking 304

Risk-based thinking is essential for achieving an effective EOMS. To conform to the requirements of this 305 International Standard, an organization needs to plan and implement actions to address risks and 306

Lear

ner a

nd o

ther

ben

efic

iary

requ

irem

ents

4.3 Determining the Scope of EOMS

Results of the EO

MS (learner and other beneficiary

satisfaction; products and services)

4.2 Understanding the needs and expectations of

interested parties

4.4

The

EOM

S an

d its

pro

cess

es

4.1 Understanding the organization and its context


ISO/DIS 21001:2017(E)

xii © ISO 2017 – All rights reserved

opportunities. Addressing both risks and opportunities establishes a basis for increasing the 307 effectiveness of the quality management system, achieving improved results and preventing negative 308 effects. 309

Opportunities can arise as a result of a situation favourable to achieving an intended result, for 310 example, a set of circumstances that allow the organization to attract learners and other beneficiaries, 311 develop new products and services, reduce waste or improve productivity. Actions to address 312 opportunities can also include consideration of associated risks. Risk is the effect of uncertainty and any 313 such uncertainty can have positive or negative effects. A positive deviation arising from a risk can 314 provide an opportunity, but not all positive effects of risk result in opportunities. 315

Organization Mission, Vision and Strategy 0.6316

Figure 3 shows how the EOMS policy statements translate the strategy used to bring the organization's 317 mission (reason of beaning) closer to its vision (ideal future): 318

Figure 3 — EOMS policy statements as related to mission and vision 319

The EOMS policy statements are framed by the organization’s culture (the complete set of beliefs and 320 values that condition its behaviour) and by the EOMS principles. By its turn, the EOMS Policy 321 statements provide the framework for the establishment of the EOMS objectives, which are periodically 322 revised to assure the organization’s mission is effectively and efficiently accomplished while walking 323 the continuous path towards the organization’s vision.324

Mission Vision

Orga

niza

tiona

l Cul

ture

EOM

S Prin

ciples

EOM

S Pol

icy

EOM

S Ob

jectiv

es


ISO/DIS 21001:2017(E)

xii © ISO 2017 – All rights reserved

opportunities. Addressing both risks and opportunities establishes a basis for increasing the 307 effectiveness of the quality management system, achieving improved results and preventing negative 308 effects. 309

Opportunities can arise as a result of a situation favourable to achieving an intended result, for 310 example, a set of circumstances that allow the organization to attract learners and other beneficiaries, 311 develop new products and services, reduce waste or improve productivity. Actions to address 312 opportunities can also include consideration of associated risks. Risk is the effect of uncertainty and any 313 such uncertainty can have positive or negative effects. A positive deviation arising from a risk can 314 provide an opportunity, but not all positive effects of risk result in opportunities. 315

Organization Mission, Vision and Strategy 0.6316

Figure 3 shows how the EOMS policy statements translate the strategy used to bring the organization's 317 mission (reason of beaning) closer to its vision (ideal future): 318

Figure 3 — EOMS policy statements as related to mission and vision 319

The EOMS policy statements are framed by the organization’s culture (the complete set of beliefs and 320 values that condition its behaviour) and by the EOMS principles. By its turn, the EOMS Policy 321 statements provide the framework for the establishment of the EOMS objectives, which are periodically 322 revised to assure the organization’s mission is effectively and efficiently accomplished while walking 323 the continuous path towards the organization’s vision.324

Mission Vision

Orga

niza

tiona

l Cul

ture

EOM

S Prin

ciples

EOM

S Pol

icy

EOM

S Ob

jectiv

es

DRAFT INTERNATIONAL STANDARD ISO/DIS 21001:2017(E)

© ISO 2017 – All rights reserved 1

Educational Organizations — Management System for 325

Educational Organizations — Requirements with Guidance for 326

Use 327

1 Scope 328

This International Standard specifies requirements for a management system for educational 329 organizations when such an organization: 330

a) needs to demonstrate its ability to support the acquisition and development of knowledge, skills 331 and attitudes through teaching, learning or research, and 332

b) aims to enhance satisfaction of learners, other beneficiaries, and staff through the effective 333 application of its EOMS, including processes for improvement of the system and assurance of 334 conformity to learners’ and other beneficiaries’ requirements. 335

All requirements of this International Standard are generic and intended to be applicable to any 336 organization which uses a curriculum to support the development of knowledge, skills and attitudes 337 through teaching, learning or research, regardless of type or size or methods of delivery. 338

This standard can be applied to educational organizations within larger organizations whose core 339 business is not education such as professional training departments. 340

This standard does not apply to organizations who only produce/manufacture educational products. 341

Additional specific requirements for: 342

a) special needs education; 343

b) research; and 344

c) early childhood education 345

are provided in normative Annexes A, B, and C respectively. 346

2 Normative references 347

There are no normative references. This is included to maintain numbering alignment 348 with other ISO management system standards. 349

3 Terms and definitions 350

For the purposes of this document, the following terms and definitions apply: 351


ISO/DIS 21001:2017(E)

2 © ISO 2017 – All rights reserved

3.1 352 organization 353 person (3.36) or group of people that has its own functions with responsibilities, authorities and 354 relationships to achieve its objectives (3.8) 355

Note 1 to entry: The concept of organization includes, but is not limited to sole-trader, company, corporation, 356 firm, enterprise, authority, partnership, charity or institution, or part or combination thereof, whether 357 incorporated or not, public or private. 358

3.2 359 interested party (preferred term) 360 stakeholder (admitted term) 361

person (3.36) or organization (3.1) that can affect, be affected by, or perceive itself to be affected by a 362 decision or activity 363

Note 1 to entry: Refer to Annex E for a classification of interested parties in educational organizations (3.22). 364

3.3 365 requirement 366 need or expectation that is stated, generally implied or obligatory 367

Note 1 to entry: “Generally implied” means that it is custom or common practice for the organization and 368 interested parties that the need or expectation under consideration is implied. 369

Note 2 to entry: A specified requirement is one that is stated, for example in documented information. 370

3.4 371 management system 372 set of interrelated or interacting elements of an organization (3.1) to establish policies (3.7) and 373 objectives (3.8) and processes (3.12) to achieve those objectives 374

Note 1 to entry: A management system can address a single discipline or several disciplines. 375

Note 2 to entry: The system elements include the organization’s structure, roles and responsibilities, planning 376 and operation. 377

Note 3 to entry: The scope of a management system may include the whole of the organization, specific and 378 identified functions of the organization, specific and identified sections of the organization, or one or more 379 functions across a group of organizations. 380

3.5 381 top management 382 person (3.36) or group of people who directs and controls an organization (3.1) at the highest level 383

Note 1 to entry: Top management has the power to delegate authority and provide resources within the 384 organization. 385

Note 2 to entry: If the scope of the management system (3.4) covers only part of an organization, then top 386 management refers to those who direct and control that part of the organization. 387


ISO/DIS 21001:2017(E)


3.1 352 organization 353 person (3.36) or group of people that has its own functions with responsibilities, authorities and 354 relationships to achieve its objectives (3.8) 355

Note 1 to entry: The concept of organization includes, but is not limited to sole-trader, company, corporation, 356 firm, enterprise, authority, partnership, charity or institution, or part or combination thereof, whether 357 incorporated or not, public or private. 358

3.2 359 interested party (preferred term) 360 stakeholder (admitted term) 361

person (3.36) or organization (3.1) that can affect, be affected by, or perceive itself to be affected by a 362 decision or activity 363

Note 1 to entry: Refer to Annex E for a classification of interested parties in educational organizations (3.22). 364

3.3 365 requirement 366 need or expectation that is stated, generally implied or obligatory 367

Note 1 to entry: “Generally implied” means that it is custom or common practice for the organization and 368 interested parties that the need or expectation under consideration is implied. 369

Note 2 to entry: A specified requirement is one that is stated, for example in documented information. 370

3.4 371 management system 372 set of interrelated or interacting elements of an organization (3.1) to establish policies (3.7) and 373 objectives (3.8) and processes (3.12) to achieve those objectives 374

Note 1 to entry: A management system can address a single discipline or several disciplines. 375

Note 2 to entry: The system elements include the organization’s structure, roles and responsibilities, planning 376 and operation. 377

Note 3 to entry: The scope of a management system may include the whole of the organization, specific and 378 identified functions of the organization, specific and identified sections of the organization, or one or more 379 functions across a group of organizations. 380

3.5 381 top management 382 person (3.36) or group of people who directs and controls an organization (3.1) at the highest level 383

Note 1 to entry: Top management has the power to delegate authority and provide resources within the 384 organization. 385

Note 2 to entry: If the scope of the management system (3.4) covers only part of an organization, then top 386 management refers to those who direct and control that part of the organization. 387

ISO/DIS 21001:2017(E)


3.6 388 effectiveness 389 extent to which planned activities are realized and planned results achieved 390

3.7 391 policy 392 intentions and direction of an organization (3.1), as formally expressed by its top management (3.5) 393

3.8 394 objective 395 result to be achieved 396

Note 1 to entry: An objective can be strategic, tactical, or operational. 397

Note 2 to entry: Objectives can relate to different disciplines (such as educational, financial, health and safety, 398 and environmental goals) and can apply at different levels (such as strategic, organization-wide, project, product 399 and process (3.12)). 400

Note 3 to entry: An objective can be expressed in other ways, e.g. as an intended outcome, a purpose, an 401 operational criterion, as an EOMS objective, or by the use of other words with similar meaning (e.g. aim, goal, or 402 target). 403

Note 4 to entry: In the context of Management Systems for Educational Organizations, EOMS objectives are set 404 by the organization, consistent with the EOMS policy, to achieve specific results. 405

3.9 406 risk 407 effect of uncertainty 408

Note 1 to entry: An effect is a deviation from the expected — positive or negative. 409

Note 2 to entry: Uncertainty is the state, even partial, of deficiency of information related to, understanding or 410 knowledge of, an event, its consequence, or likelihood. 411

Note 3 to entry: Risk is often characterized by reference to potential “events” (as defined in ISO Guide 73:2009, 412 3.5.1.3) and “consequences” (as defined in ISO Guide 73:2009, 3.6.1.3), or a combination of these. 413

Note 4 to entry: Risk is often expressed in terms of a combination of the consequences of an event (including 414 changes in circumstances) and the associated “likelihood” (as defined in ISO Guide 73:2009, 3.6.1.1) of occurrence. 415

3.10 416 competence 417 ability to apply knowledge (3.48) and skills (3.47)to achieve intended results 418

3.11 419 documented information 420 information required to be controlled and maintained by an organization (3.1) and the medium on 421 which it is contained 422

Note 1 to entry: Documented information can be in any format and media, and from any source. 423

Note 2 to entry: Documented information can refer to: 424


ISO/DIS 21001:2017(E)


— the management system (3.4), including related processes (3.12); 425

— information created in order for the organization to operate (documentation); 426

— evidence of results achieved (records). 427

3.12 428 process 429 set of interrelated or interacting activities which transforms inputs into outputs 430

3.13 431 performance 432 measurable result 433

Note 1 to entry: Performance can relate either to quantitative or qualitative findings. 434

Note 2 to entry: Performance can relate to the management of activities, processes (3.12), products (including 435 services), systems or organizations (3.1). 436

3.14 437 outsource (verb) 438 make an arrangement where an external organization (3.1) performs part of an organization’s function 439 or process (3.12) 440

Note 1 to entry: An external organization is outside the scope of the management system (3.4), although the 441 outsourced function or process is within the scope. 442

3.15 443 monitoring 444 determining the status of a system, a process (3.12) or an activity 445

Note 1 to entry: To determine the status, there may be a need to check, supervise or critically observe. 446

3.16 447 measurement 448 process (3.12) to determine a value 449

3.17 450 audit 451 systematic, independent and documented process (3.12) for obtaining audit evidence and evaluating it 452 objectively to determine the extent to which the audit criteria are fulfilled 453

Note 1 to entry: An audit can be an internal audit (first party) or an external audit (second party or third party), 454 and it can be a combined audit (combining two or more disciplines). 455

Note 2 to entry: An internal audit is conducted by the organization itself, or by an external party on its behalf. 456

Note 3 to entry: “Audit evidence” and “audit criteria” are defined in ISO 19011. 457

3.18 458 conformity 459 fulfilment of a requirement (3.3) 460


ISO/DIS 21001:2017(E)


— the management system (3.4), including related processes (3.12); 425

— information created in order for the organization to operate (documentation); 426

— evidence of results achieved (records). 427

3.12 428 process 429 set of interrelated or interacting activities which transforms inputs into outputs 430

3.13 431 performance 432 measurable result 433

Note 1 to entry: Performance can relate either to quantitative or qualitative findings. 434

Note 2 to entry: Performance can relate to the management of activities, processes (3.12), products (including 435 services), systems or organizations (3.1). 436

3.14 437 outsource (verb) 438 make an arrangement where an external organization (3.1) performs part of an organization’s function 439 or process (3.12) 440

Note 1 to entry: An external organization is outside the scope of the management system (3.4), although the 441 outsourced function or process is within the scope. 442

3.15 443 monitoring 444 determining the status of a system, a process (3.12) or an activity 445

Note 1 to entry: To determine the status, there may be a need to check, supervise or critically observe. 446

3.16 447 measurement 448 process (3.12) to determine a value 449

3.17 450 audit 451 systematic, independent and documented process (3.12) for obtaining audit evidence and evaluating it 452 objectively to determine the extent to which the audit criteria are fulfilled 453

Note 1 to entry: An audit can be an internal audit (first party) or an external audit (second party or third party), 454 and it can be a combined audit (combining two or more disciplines). 455

Note 2 to entry: An internal audit is conducted by the organization itself, or by an external party on its behalf. 456

Note 3 to entry: “Audit evidence” and “audit criteria” are defined in ISO 19011. 457

3.18 458 conformity 459 fulfilment of a requirement (3.3) 460

ISO/DIS 21001:2017(E)


3.19 461 nonconformity 462 non-fulfilment of a requirement (3.3) 463

3.20 464 corrective action 465 action to eliminate the cause of a nonconformity (3.19) and to prevent recurrence 466

3.21 467 continual improvement 468 recurring activity to enhance performance (3.13) 469

3.22 470 educational organization 471 organization (3.1) whose core business is the provision of educational products (3.24) and educational 472 services (3.23) 473

3.23 474 educational service 475 process (3.12) which supports acquisition and development of learners' (3.24) knowledge (3.48), skills 476 (3.47) and attitudes (3.49) through teaching, learning or research 477

3.24 478 educational product (preferred term) 479 learning resource (admitted term) 480

tangible or intangible good used in pedagogical support of an educational service (3.23) 481

Note 1 to entry: Educational products can include textbooks (print and digital), workbooks, worksheets, 482 manipulatives (blocks, beads, etc.), flashcards, educator workshops, non-fiction, books, posters, educational 483 games, apps, websites, software, online courses, activity books, graphic novels, reference books, DVDs, CDs, 484 magazines & periodicals, study guides, teacher guides, labs, models, movies, televisions shows, webcasts, podcasts, 485 maps & atlases. 486

Note 2 to entry: Educational products may be produced by any parties, including learners. 487

3.25 488 learner 489 beneficiary (3.36) acquiring and developing knowledge, skills and attitudes using an educational service 490 (3.23) 491

3.26 492

beneficiary 493

person (3.36) or group of persons benefiting from the products and services of an educational 494 organization, and whom the educational organization (3.22) is obliged to serve by virtue of its mission 495 (3.31) 496

Note 1 to entry: Refer to Annexe E for a list of beneficiaries. 497


ISO/DIS 21001:2017(E)


3.27 498 educator 499 person (3.36) who performs teaching (3.44) activities 500

Note 1 to entry: In different contexts, an educator may be referred to as a teacher, a trainer, a coach, a 501 facilitator, a tutor, a consultant, an instructor or a mentor. 502

3.28 503 curriculum 504 a description of what, why, how and how well learners should learn in a systematic and intentional way 505

Note 1 to entry: A curriculum can include, but is not limited to, the learning aims or objectives, content, learning 506 outcomes, teaching and learning methods, performance indicators, assessment procedures, that are related to 507 learning. It can also be referred to as a competence profile, competence referential, study programme or teaching 508 plan. 509

3.29 510 social responsibility 511 responsibility of an organization (3.1) for the impacts of its decisions and activities on society and the 512 environment, through transparent and ethical behaviour that 513

— contributes to sustainable development, including health and the welfare of society; 514

— takes into account the expectations of interested parties (3.2); 515

— is in compliance with applicable law and consistent with international norms of behaviour; and 516

— is integrated throughout the organization (3.1) and practiced in its relationships 517

Note 1 to entry: activities include products, services and processes (3.12). 518

Note 2 to entry: relationships refer to an organization's activities within its sphere of influence. 519

[SOURCE: ISO 26000:2010, 2.18] 520

3.30 521 vision 522 aspirations of an organization (3.1) in relation to its desired future condition and duly aligned with its 523 mission (3.31) 524

3.31 525 mission 526 reason for being, mandate and scope an organization (3.1), translated into the context in which it 527 operates 528

3.32 529 strategic plan 530 general approach to follow in achieving a mission (3.31) or objective, in line with the vision (3.30) of an 531 organization (3.1) 532


ISO/DIS 21001:2017(E)


3.27 498 educator 499 person (3.36) who performs teaching (3.44) activities 500

Note 1 to entry: In different contexts, an educator may be referred to as a teacher, a trainer, a coach, a 501 facilitator, a tutor, a consultant, an instructor or a mentor. 502

3.28 503 curriculum 504 a description of what, why, how and how well learners should learn in a systematic and intentional way 505

Note 1 to entry: A curriculum can include, but is not limited to, the learning aims or objectives, content, learning 506 outcomes, teaching and learning methods, performance indicators, assessment procedures, that are related to 507 learning. It can also be referred to as a competence profile, competence referential, study programme or teaching 508 plan. 509

3.29 510 social responsibility 511 responsibility of an organization (3.1) for the impacts of its decisions and activities on society and the 512 environment, through transparent and ethical behaviour that 513

— contributes to sustainable development, including health and the welfare of society; 514

— takes into account the expectations of interested parties (3.2); 515

— is in compliance with applicable law and consistent with international norms of behaviour; and 516

— is integrated throughout the organization (3.1) and practiced in its relationships 517

Note 1 to entry: activities include products, services and processes (3.12). 518

Note 2 to entry: relationships refer to an organization's activities within its sphere of influence. 519

[SOURCE: ISO 26000:2010, 2.18] 520

3.30 521 vision 522 aspirations of an organization (3.1) in relation to its desired future condition and duly aligned with its 523 mission (3.31) 524

3.31 525 mission 526 reason for being, mandate and scope an organization (3.1), translated into the context in which it 527 operates 528

3.32 529 strategic plan 530 general approach to follow in achieving a mission (3.31) or objective, in line with the vision (3.30) of an 531 organization (3.1) 532

ISO/DIS 21001:2017(E)


3.33 533 course 534 distinct set of teaching and learning activities, designed to meet defined learning objectives (3.8) 535

Note 1 to entry: A course may be known as a credit-unit or as a subject. 536

3.34 537 programme 538 consistent set of courses (3.33) designed to meet defined learning objectives (3.8) and leading to 539 recognition 540

Note 1 to entry: Recognition can take the form of a degree, a certificate of completion, a certificate of 541 participation, a credit-point, a badge and other forms. 542

3.35 543 person (preferred term) 544 individual (admitted term) 545

human being, i.e. a natural person, who acts as a distinct indivisible entity or is considered as such 546

[SOURCE: ISO/IEC 15944-1:2002, 3.28] 547

3.36 548 staff 549 person(s) (3.35) who work for and within an organization (3.22). 550

3.37 551 usability 552 extent to which a product, service, environment, or facility can be used by specified users to achieve 553 specified goals, with effectiveness, efficiency and satisfaction, in a specified context of use 554

[SOURCE: ISO 9241-11:1998, 3.1] 555

3.38 556 accessibility 557 usability (3.37) of a product, service, environment, or facility by people within the widest range of 558 capabilities 559

[SOURCE: ISO/TS 13131:2014(en), 3.1.1] 560

3.39 561 distance education 562 mode of delivering education where the educator and learner are in different physical spaces 563

Note 1 to entry: distance education can apply to situations where a program is delivered, completely or partially, 564 using printed material and by online media and services. 565

3.40 566 educational delivery 567 delivery of an educational service (3.23) to learners 568


ISO/DIS 21001:2017(E)


Note 1 to entry: methods of educational delivery can include face-to-face communication in a classroom, using 569 online communication, physical distribution of printed material or hardware, broadcast media or a combination of 570 these. 571

3.41 572 library service 573 educational service by which an organization (3.1) maintains a repository of educational products 574 (3.24) and makes it available to learners (3.24) and educators (3.27) 575

3.42 576 didactics 577 science whose main object is methods of teaching specific subject content 578

Note 1 to entry: Method of teaching is related to what, when and how to teach a specific subject content. 579

3.43 580 pedagogy 581 science whose main object is education 582

Note 1 to entry: Pedagogy is related to different general aspect such as: learning, assessing difficulties, student 583 characteristics, curriculums and environment. 584

3.44 585 teaching 586 working with learners (3.24) to assist and support them with learning 587

Note 1 to entry: working with learners implies designing, leading and following up learning activities. 588

Note 2 to entry: teaching can combine different roles: content delivery, facilitation, mentorship, community 589 builder and to a certain extent counsellor and academic guidance provider. 590

3.45 591 self-directed learning 592 process in which individuals take the initiative with or without the help of others, in diagnosing their 593 learning needs, formulating learning goals, identifying resources for learning, choosing and 594 implementing learning strategies and/or evaluating learning 595

3.46 596 lifelong learning 597 provision or use of learning opportunities throughout people's lives in order to foster their continuous 598 development 599

3.47 600 skill 601 set of know-how that allows a person to master an activity and succeed in accomplishing a task 602

Note 1 to entry: skill can be cognitive, emotional, social or psychomotor 603

3.48 604 knowledge 605 facts, information, principles or understanding acquired through experience or education 606


ISO/DIS 21001:2017(E)


Note 1 to entry: methods of educational delivery can include face-to-face communication in a classroom, using 569 online communication, physical distribution of printed material or hardware, broadcast media or a combination of 570 these. 571

3.41 572 library service 573 educational service by which an organization (3.1) maintains a repository of educational products 574 (3.24) and makes it available to learners (3.24) and educators (3.27) 575

3.42 576 didactics 577 science whose main object is methods of teaching specific subject content 578

Note 1 to entry: Method of teaching is related to what, when and how to teach a specific subject content. 579

3.43 580 pedagogy 581 science whose main object is education 582

Note 1 to entry: Pedagogy is related to different general aspect such as: learning, assessing difficulties, student 583 characteristics, curriculums and environment. 584

3.44 585 teaching 586 working with learners (3.24) to assist and support them with learning 587

Note 1 to entry: working with learners implies designing, leading and following up learning activities. 588

Note 2 to entry: teaching can combine different roles: content delivery, facilitation, mentorship, community 589 builder and to a certain extent counsellor and academic guidance provider. 590

3.45 591 self-directed learning 592 process in which individuals take the initiative with or without the help of others, in diagnosing their 593 learning needs, formulating learning goals, identifying resources for learning, choosing and 594 implementing learning strategies and/or evaluating learning 595

3.46 596 lifelong learning 597 provision or use of learning opportunities throughout people's lives in order to foster their continuous 598 development 599

3.47 600 skill 601 set of know-how that allows a person to master an activity and succeed in accomplishing a task 602

Note 1 to entry: skill can be cognitive, emotional, social or psychomotor 603

3.48 604 knowledge 605 facts, information, principles or understanding acquired through experience or education 606

ISO/DIS 21001:2017(E)


[ADAPTED FROM: ISO/IEC 17027:2014(en), 2.56] 607

3.49 608 attitude 609 manner of thinking, feeling or behaving 610

4 Context of the Organization 611

Understanding the organization and its context 4.1612

The organization shall determine external and internal issues, that are relevant to its purpose, social 613 responsibility and its strategic direction and that affect its ability to achieve the intended results(s) of 614 its EOMS. 615

The organization shall monitor and review information about these external and internal issues. 616

NOTE 1 Issues can include positive and negative factors or conditions for consideration. 617

NOTE 2 Understanding the external context can be facilitated by considering issues arising from legal, 618 technological, competitive, market, cultural, social, political, economic and environmental factors, whether 619 international, national, regional or local. 620

NOTE 3 Understanding the internal context can be facilitated by considering issues related to values, culture, 621 knowledge and performance of the organization. 622

NOTE 4 Strategic direction can be expressed through documented information such as the organizational 623 mission or vision statement. 624

Understanding the needs and expectations of interested parties 4.2625

Due to their effect or potential effect on the organization’s ability to consistently and sustainably 626 provide products and services, the organization shall determine: 627

a) the interested parties that are relevant to the EOMS; 628

b) the requirements of these interested parties that are relevant to the EOMS. 629

These interested parties shall include: 630

- learners; 631

- other beneficiaries; 632

- staff of the organization. 633

The organization shall monitor and review information about these interested parties and their 634 relevant requirements. 635

NOTE Refer to Annex E for a classification of interested parties in organizations. 636

Determining the scope of the EOMS 4.3637

The organization shall determine the boundaries and applicability of the EOMS to establish its scope. 638


ISO/DIS 21001:2017(E)


When determining this scope, the organization shall consider: 639

a) the external and internal issues referred to in 4.1; 640

b) the requirements of relevant interested parties referred to in 4.2; 641

c) the products and services of the organization. 642

The organization shall apply all the requirements of this International Standard if they are applicable 643 within the determined scope of its EOMS. 644

The scope of the EOMS shall be available and be maintained as documented information. The scope 645 shall state the types of products and services covered, and provide justification for any requirement of 646 this International Standard that the organization determines is not applicable to its EOMS. 647 Conformity to this International Standard may only be claimed if the requirements determined as not 648 being applicable do not affect the organization’s ability or responsibility to ensure the conformity of its 649 products and services and the enhancement of learners' and other beneficiaries' satisfaction. 650

All products and services provided to learners by an educational organization shall be included within 651 the scope of this EOMS. 652

The EOMS and its processes 4.4653

4.4.1 The organization shall establish, implement, maintain and continually improve an EOMS, 654 including the processes needed and their interactions, in accordance with the requirements of this 655 International Standard. 656

The organization shall determine processes for the EOMS and their application throughout the 657 organization and shall: 658

a) determine the inputs required and the outputs expected from these processes; 659

b) determine the sequence and interaction of these processes; 660

c) determine and apply the criteria and methods (including monitoring, measurement and related 661 performance indicators) needed to ensure the effective operation and control of these processes; 662

d) determine the resources needed for these processes and ensure their availability; 663

e) assign the responsibilities and authorities for these processes; 664

f) address the risks and opportunities as determined in accordance with the requirements of 6.1; 665

g) evaluate these processes and implement any changes needed to ensure that these processes 666 achieve their intended results; 667

h) improve the processes and the EOMS. 668

4.4.2 To the extent necessary, the organization shall: 669

a) maintain documented information to support the operation of its processes; 670


ISO/DIS 21001:2017(E)


When determining this scope, the organization shall consider: 639

a) the external and internal issues referred to in 4.1; 640

b) the requirements of relevant interested parties referred to in 4.2; 641

c) the products and services of the organization. 642

The organization shall apply all the requirements of this International Standard if they are applicable 643 within the determined scope of its EOMS. 644

The scope of the EOMS shall be available and be maintained as documented information. The scope 645 shall state the types of products and services covered, and provide justification for any requirement of 646 this International Standard that the organization determines is not applicable to its EOMS. 647 Conformity to this International Standard may only be claimed if the requirements determined as not 648 being applicable do not affect the organization’s ability or responsibility to ensure the conformity of its 649 products and services and the enhancement of learners' and other beneficiaries' satisfaction. 650

All products and services provided to learners by an educational organization shall be included within 651 the scope of this EOMS. 652

The EOMS and its processes 4.4653

4.4.1 The organization shall establish, implement, maintain and continually improve an EOMS, 654 including the processes needed and their interactions, in accordance with the requirements of this 655 International Standard. 656

The organization shall determine processes for the EOMS and their application throughout the 657 organization and shall: 658

a) determine the inputs required and the outputs expected from these processes; 659

b) determine the sequence and interaction of these processes; 660

c) determine and apply the criteria and methods (including monitoring, measurement and related 661 performance indicators) needed to ensure the effective operation and control of these processes; 662

d) determine the resources needed for these processes and ensure their availability; 663

e) assign the responsibilities and authorities for these processes; 664

f) address the risks and opportunities as determined in accordance with the requirements of 6.1; 665

g) evaluate these processes and implement any changes needed to ensure that these processes 666 achieve their intended results; 667

h) improve the processes and the EOMS. 668

4.4.2 To the extent necessary, the organization shall: 669

a) maintain documented information to support the operation of its processes; 670

ISO/DIS 21001:2017(E)


b) retain documented information to have confidence that the processes are being carried out as 671 planned. 672

5 Leadership 673

Leadership and commitment 5.1674

5.1.1 General 675

Top management shall demonstrate leadership and commitment with respect to the EOMS by: 676

a) being accountable for the effectiveness of the EOMS; 677

b) ensuring that the organizational policy and organizational objectives are established for the 678 educational organization and are compatible with the context and strategic direction of the 679 organization; 680

c) ensuring the integration of the EOMS requirements into the organization’s business processes; 681

d) promoting the use of the process approach and risk-based thinking; 682

e) ensuring that the resources needed for the EOMS are available; 683

f) communicating the importance of effective organizational management and of conforming to the 684 EOMS requirements; 685

g) ensuring that the EOMS achieves its intended outcome(s); 686

h) engaging, directing and supporting persons to contribute to the effectiveness of the EOMS; 687

i) promoting continual improvement; 688

j) supporting other relevant management roles to demonstrate their leadership as it applies to their 689 areas of responsibility; 690

k) provide educational leadership to support the sustainable implementation of the educational vision 691 and related pedagogical and didactical concepts, and assign person(s) to assist such 692 implementation, as appropriate; 693

l) establishing and maintaining a strategic plan for the organization; 694

m) ensuring that learners' educational requirements including special needs are identified and 695 addressed. 696

697

Note: Annex A provides requirements on special needs education. 698

NOTE Reference to “business” in this International Standard can be interpreted broadly to mean those 699 activities that are core to the purposes of the organization’s existence; whether the organization is public, private, 700 voluntary, for profit or non-profit. 701


ISO/DIS 21001:2017(E)


5.1.2 Focus on Learners and Other Beneficiaries 702

Top management shall be directly responsible for ensuring that: 703

a) the needs and expectations of learners and other beneficiaries are determined, understood and 704 consistently met, as evidenced by monitoring their satisfaction and educational progress; 705

b) the risks and opportunities that can affect conformity of products and services and the ability to 706 enhance learner and other beneficiary satisfaction are determined and addressed; 707

Policy 5.2708

5.2.1 Developing the organization's policy 709

Top management shall establish, review and maintain an organization's policy that: 710

a) supports the educational organization’s mission and vision; 711

b) is appropriate to the purpose and context of the organization; 712

c) provides a framework for setting the educational organization's objectives; 713

d) includes a commitment to satisfy applicable requirements; 714

e) includes a commitment to continual improvement of the EOMS; 715

f) takes into account relevant pedagogical, didactic, scientific and technical developments; 716

g) describes and includes a commitment to satisfy the organization's social responsibility; 717

h) describes and includes a commitment towards managing intellectual property; 718

The needs and expectations of relevant interested parties shall be considered in developing the 719 strategic direction of the organization. 720

5.2.2 Communicating the organization's policy 721

The organization's policy shall: 722

a) be available and be maintained as documented information; 723

b) be communicated, understood and applied within the organization; 724

c) be available to relevant interested parties, as appropriate. 725

Organization roles, responsibilities and authorities 5.3726

Top management shall ensure that the responsibilities and authorities for relevant roles are assigned 727 and communicated within the educational organization. 728

Top management shall assign the responsibility and authority for: 729


ISO/DIS 21001:2017(E)


5.1.2 Focus on Learners and Other Beneficiaries 702

Top management shall be directly responsible for ensuring that: 703

a) the needs and expectations of learners and other beneficiaries are determined, understood and 704 consistently met, as evidenced by monitoring their satisfaction and educational progress; 705

b) the risks and opportunities that can affect conformity of products and services and the ability to 706 enhance learner and other beneficiary satisfaction are determined and addressed; 707

Policy 5.2708

5.2.1 Developing the organization's policy 709

Top management shall establish, review and maintain an organization's policy that: 710

a) supports the educational organization’s mission and vision; 711

b) is appropriate to the purpose and context of the organization; 712

c) provides a framework for setting the educational organization's objectives; 713

d) includes a commitment to satisfy applicable requirements; 714

e) includes a commitment to continual improvement of the EOMS; 715

f) takes into account relevant pedagogical, didactic, scientific and technical developments; 716

g) describes and includes a commitment to satisfy the organization's social responsibility; 717

h) describes and includes a commitment towards managing intellectual property; 718

The needs and expectations of relevant interested parties shall be considered in developing the 719 strategic direction of the organization. 720

5.2.2 Communicating the organization's policy 721

The organization's policy shall: 722

a) be available and be maintained as documented information; 723

b) be communicated, understood and applied within the organization; 724

c) be available to relevant interested parties, as appropriate. 725

Organization roles, responsibilities and authorities 5.3726

Top management shall ensure that the responsibilities and authorities for relevant roles are assigned 727 and communicated within the educational organization. 728

Top management shall assign the responsibility and authority for: 729

ISO/DIS 21001:2017(E)


a) ensuring that the EOMS conforms to the requirements of this International Standard; 730

b) ensuring that the educational organization's policy is understood and implemented; 731

c) ensuring that the processes of the EOMS are delivering their intended outputs; 732

d) reporting on the performance of the EOMS and on opportunities for improvement (see 10.1) to top 733 management (see 9.3.2); 734

e) ensuring the promotion of a focus on learners and other beneficiaries throughout the organization; 735

f) ensuring that the integrity of the EOMS is maintained when changes to the EOMS are planned and 736 implemented; 737

g) managing the organization's communications (see 7.4); 738

h) ensuring that all learning processes are integrated, regardless of method of delivery; 739

i) control of documented information (see 7.5) 740

j) managing the requirements of learners with special needs; 741

6 Planning 742

Actions to address risks and opportunities 6.1743

6.1.1 When planning for the EOMS, the organization shall consider the issues referred to in 4.1 and the 744 requirements referred to in 4.2 and 4.4 and determine the risks and opportunities that need to be 745 addressed to: 746

a) give assurance that the EOMS can achieve its intended outcome(s); 747

b) enhance desirable effects; 748

c) prevent, mitigate or reduce, undesired effects; 749

d) achieve continual improvement. 750

6.1.2 The organization shall plan: 751

a) actions to address these risks and opportunities; 752

b) how to: 753

— integrate and implement the actions into its EOMS processes (see 8); 754

— evaluate the effectiveness of these actions. 755

Actions taken to address risks and opportunities shall be proportionate to the probability of occurrence 756 and potential impact on the conformity of products and services. 757


ISO/DIS 21001:2017(E)


Educational organization's objectives and planning to achieve them 6.2758

6.2.1 The organization shall establish educational organization objectives at relevant functions, 759 levels and processes needed for the EOMS. 760

The Educational Organization 's objectives shall: 761

a) be consistent with the educational organization's policy, 762

b) be measurable (if practicable); 763

c) take into account applicable requirements; 764

d) be relevant to conformity of products and services and to the enhancement of learner and other 765 beneficiary satisfaction; 766

e) be continually monitored; 767

f) be communicated; 768

g) be updated as appropriate; 769

The organization shall maintain documented information on the organization's objectives. 770

6.2.2 When planning how to achieve its educational organization objectives, the organization shall 771 determine, and outline in its strategic plan: 772

- what will be done; 773

- what resources will be required; 774

- who will be responsible; 775

- when it will be completed; 776

- how the outcomes will be evaluated. 777

Planning of Changes 6.3778

Where the organization determines the need for changes to the EOMS, the changes shall be carried out 779 in a planned manner (see 4.4). 780

The organization shall consider: 781

a) the purpose of the changes and their potential consequences; 782

b) the integrity of the educational management system; 783

c) the availability and readiness of internal resources; 784

d) the allocation or reallocation of responsibilities and authorities; 785


ISO/DIS 21001:2017(E)


Educational organization's objectives and planning to achieve them 6.2758

6.2.1 The organization shall establish educational organization objectives at relevant functions, 759 levels and processes needed for the EOMS. 760

The Educational Organization 's objectives shall: 761

a) be consistent with the educational organization's policy, 762

b) be measurable (if practicable); 763

c) take into account applicable requirements; 764

d) be relevant to conformity of products and services and to the enhancement of learner and other 765 beneficiary satisfaction; 766

e) be continually monitored; 767

f) be communicated; 768

g) be updated as appropriate; 769

The organization shall maintain documented information on the organization's objectives. 770

6.2.2 When planning how to achieve its educational organization objectives, the organization shall 771 determine, and outline in its strategic plan: 772

- what will be done; 773

- what resources will be required; 774

- who will be responsible; 775

- when it will be completed; 776

- how the outcomes will be evaluated. 777

Planning of Changes 6.3778

Where the organization determines the need for changes to the EOMS, the changes shall be carried out 779 in a planned manner (see 4.4). 780

The organization shall consider: 781

a) the purpose of the changes and their potential consequences; 782

b) the integrity of the educational management system; 783

c) the availability and readiness of internal resources; 784

d) the allocation or reallocation of responsibilities and authorities; 785

ISO/DIS 21001:2017(E)


e) the availability and readiness of external providers needed to implement the change. 786

7 Support 787

Resources 7.1788

7.1.1 General 789

The organization shall determine and provide the resources needed for the establishment, 790 implementation, maintenance and continual improvement of the EOMS, in such a way that they 791 sustainably enhance: 792

a) learner engagement and satisfaction through activities that improve learning and promote the 793 achievement of learning outcomes; 794

b) educator and staff engagement and satisfaction through activities to improve educator 795 competences to facilitate learning; 796

c) other beneficiary satisfaction, through activities that contribute to the social benefits of learning. 797

The organization shall determine and monitor which resources shall be provided by: 798

1) internal resources; 799

2) external providers; 800

The organization shall ensure that a variety of accessibility requirements are anticipated. 801

7.1.2 Human Resources 802

Human Resources shall include as applicable: 803

a) staff employed by the organization; 804

b) volunteers and interns working with or contributing to the organization; 805

c) staff of external providers working with or contributing to the organization. 806

The organization shall: 807

a) determine and provide the human resources necessary for the effective implementation of its EOMS 808 and for the operation and control of its processes; 809

b) determine, implement and publish recruitment or selection criteria, which shall be available to 810 relevant interested parties as appropriate; 811

c) maintain documented information on the process used for recruitment or selection and retain 812 documented information on the results of the recruitment. 813

7.1.3 Facilities 814

The facilities shall include, as applicable: 815


ISO/DIS 21001:2017(E)


a) buildings, and grounds; 816

b) equipment including hardware and software; 817

c) utilities that meet learner requirements. 818


a) determine, provide and maintain safe facilities: 820

1) suitable for human resources to support learners’ development of knowledge, skills and 821 attitudes; 822

2) that enhance learners’ development of knowledge, skills and attitudes; 823

b) ensure that the dimension of the facilities are adequate to the requirements of those utilising them. 824

These shall include, as appropriate, facilities for: 825

a) teaching; 826

b) self-learning; 827

c) conducting research; 828

d) implementing knowledge; 829

e) rest and recreation; 830

f) subsistence. 831

NOTE 1: Facilities can include digital spaces. 832

NOTE 2: Facilities can be indoor or outdoor 833

7.1.4 Environment for the operation of educational processes 834

The organization shall determine, provide and maintain a suitable environment to promote the overall 835 wellbeing of relevant interested parties, by considering: 836

a) psychosocial factors; 837

b) physical factors. 838

NOTE: Within an environment: 839

- psychosocial factors can include work demands, influence at work, possibilities for development, meaning of work, 840 commitment to the workplace, predictability, rewards, role clarity, quality of leadership, social support from supervisors, 841 satisfaction with work, work family conflict/balance, values in the workplace, stress, burnout, offensive behaviours (e.g. 842 bullying); 843

- physical factors can include temperature, heat, humidity, light, airflow, hygiene, noise. 844


ISO/DIS 21001:2017(E)


a) buildings, and grounds; 816

b) equipment including hardware and software; 817

c) utilities that meet learner requirements. 818


a) determine, provide and maintain safe facilities: 820

1) suitable for human resources to support learners’ development of knowledge, skills and 821 attitudes; 822

2) that enhance learners’ development of knowledge, skills and attitudes; 823

b) ensure that the dimension of the facilities are adequate to the requirements of those utilising them. 824

These shall include, as appropriate, facilities for: 825

a) teaching; 826

b) self-learning; 827

c) conducting research; 828

d) implementing knowledge; 829

e) rest and recreation; 830

f) subsistence. 831

NOTE 1: Facilities can include digital spaces. 832

NOTE 2: Facilities can be indoor or outdoor 833

7.1.4 Environment for the operation of educational processes 834

The organization shall determine, provide and maintain a suitable environment to promote the overall 835 wellbeing of relevant interested parties, by considering: 836

a) psychosocial factors; 837

b) physical factors. 838

NOTE: Within an environment: 839

- psychosocial factors can include work demands, influence at work, possibilities for development, meaning of work, 840 commitment to the workplace, predictability, rewards, role clarity, quality of leadership, social support from supervisors, 841 satisfaction with work, work family conflict/balance, values in the workplace, stress, burnout, offensive behaviours (e.g. 842 bullying); 843

- physical factors can include temperature, heat, humidity, light, airflow, hygiene, noise. 844

ISO/DIS 21001:2017(E)


7.1.5 Monitoring and measuring resources 845

7.1.5.1 General 846

The organization shall determine and provide the resources needed to ensure valid and reliable results 847 when monitoring or measuring is used to verify the conformity of products and services to 848 requirements. 849

The organization shall ensure that the resources provided: 850

a) are suitable for the specific type of monitoring and measurement activities being undertaken, 851 namely, adequate to the target, the type, method of educational delivery and duration of the 852 educational service; 853

b) are maintained to ensure their continued fitness for their purpose. 854

The organization shall retain appropriate documented information as evidence of fitness for purpose of 855 monitoring and measurement resources. 856

7.1.5.2 Measurement traceability 857

When measurement traceability is a requirement, or is considered by the organization to be an 858 essential part of providing confidence in the validity of measurement results, measuring resources shall 859 be: 860

a) verified or calibrated, or both, at specified intervals, or prior to use, against measurement standards 861 traceable to international or national measurement standards; when no such standards exist, the 862 basis used for calibration or verification shall be retained as documented information; 863

b) identified in order to determine their status; 864

c) safeguarded from adjustments, damage or deterioration that would invalidate the calibration status 865 and subsequent measurement results. 866

The organization shall determine if the validity of previous measurement results has been adversely 867 affected when measuring equipment is found to be unfit for its intended purpose, and shall take 868 appropriate action as necessary. 869

7.1.6 Organizational Knowledge 870

The organization shall determine the knowledge necessary for the operation of its processes and to 871 achieve conformity of products and services. 872

This knowledge shall be maintained, and made available to the extent necessary. 873

When addressing changing needs and trends, the organization shall consider its current knowledge and 874 determine how to acquire or access any necessary additional knowledge and required updates. 875

The organization shall encourage exchange of knowledge between all educators and staff, particularly 876 amongst peers. 877


ISO/DIS 21001:2017(E)


NOTE 1 Organizational knowledge is knowledge specific to the organization; it is generally gained by 878 experience. It is information that is used and shared to achieve the organization’s objectives. 879

NOTE 2 Organizational knowledge can be based on: 880

— internal sources (e.g. intellectual property; knowledge gained from experience; lessons learned from failures and 881 successful projects; capturing and sharing undocumented knowledge and experience; the results of improvements in 882 processes, products and services); 883

— external sources (e.g. standards, academia, conferences, gathering knowledge from learners, other beneficiaries or 884 providers). 885

7.1.6.1 Learning Resources 886

The organization shall provide learning resources as appropriate and make them available where and 887 when needed. 888

The learning resources shall: 889

a) reflect the needs and requirements of learners, other beneficiaries and educators; 890

b) be reviewed at planned intervals to ensure they are up to date; 891

c) be catalogued and referenced. 892

The organization shall respect intellectual property requirements and should encourage re-usability of 893 resources. 894

NOTE Where appropriate a meta-data standard such as ISO 15836 and ISO/IEC 19788 series can be used for 895 referencing. 896

Competence 7.2897


a) determine the necessary competence of person(s) doing work under its control that affects its 899 educational organization performance; 900

b) ensure that these persons are competent on the basis of appropriate education, training, or 901 experience; 902

c) establish and implement methods for evaluating the performance of staff; 903

d) where applicable, take actions to acquire the necessary up to date competence, and evaluate the 904 effectiveness of the actions taken; 905

e) take actions to support and ensure the continual development of relevant staff competence; 906

f) retain appropriate documented information as evidence of competence. 907

NOTE Applicable actions may include, for example: the provision of training to, the mentoring of, or the re-908 assignment of currently employed persons; or the hiring or contracting of competent persons. 909


ISO/DIS 21001:2017(E)


NOTE 1 Organizational knowledge is knowledge specific to the organization; it is generally gained by 878 experience. It is information that is used and shared to achieve the organization’s objectives. 879

NOTE 2 Organizational knowledge can be based on: 880

— internal sources (e.g. intellectual property; knowledge gained from experience; lessons learned from failures and 881 successful projects; capturing and sharing undocumented knowledge and experience; the results of improvements in 882 processes, products and services); 883

— external sources (e.g. standards, academia, conferences, gathering knowledge from learners, other beneficiaries or 884 providers). 885

7.1.6.1 Learning Resources 886

The organization shall provide learning resources as appropriate and make them available where and 887 when needed. 888

The learning resources shall: 889

a) reflect the needs and requirements of learners, other beneficiaries and educators; 890

b) be reviewed at planned intervals to ensure they are up to date; 891

c) be catalogued and referenced. 892

The organization shall respect intellectual property requirements and should encourage re-usability of 893 resources. 894

NOTE Where appropriate a meta-data standard such as ISO 15836 and ISO/IEC 19788 series can be used for 895 referencing. 896

Competence 7.2897


a) determine the necessary competence of person(s) doing work under its control that affects its 899 educational organization performance; 900

b) ensure that these persons are competent on the basis of appropriate education, training, or 901 experience; 902

c) establish and implement methods for evaluating the performance of staff; 903

d) where applicable, take actions to acquire the necessary up to date competence, and evaluate the 904 effectiveness of the actions taken; 905

e) take actions to support and ensure the continual development of relevant staff competence; 906

f) retain appropriate documented information as evidence of competence. 907

NOTE Applicable actions may include, for example: the provision of training to, the mentoring of, or the re-908 assignment of currently employed persons; or the hiring or contracting of competent persons. 909

ISO/DIS 21001:2017(E)


Awareness 7.3910

The organization shall ensure that relevant persons doing work under the organization’s control are 911 aware of: 912

a) the organization's policy, objectives and strategic plan; 913

b) relevant EOMS objectives; 914

c) their contribution to the effectiveness of the EOMS, including the benefits of improved organization 915 performance; 916

d) the implications of not conforming with the EOMS requirements. 917

Communication 7.4918

7.4.1 General 919

The organization shall determine the internal and external communications relevant to the EOMS, 920 including: 921

a) on what it will communicate; 922

b) why to communicate; 923

c) when to communicate; 924

d) with whom to communicate; 925

d) how to communicate; 926

e) who communicates. 927

7.4.2 Communication purposes 928

Internal and external communication shall have the purpose of: 929

a) seeking the opinion or consent of relevant interested parties; 930

b) conveying relevant, accurate and timely information, consistent with the organization's mission, 931 vision, strategy and policy, to interested parties; 932

c) collaborating and coordinating activities and processes with relevant interested parties within the 933 organization. 934

NOTE: The information conveyed should include information about the delivery of educational programmes, 935 intended learning outcomes, qualifications, innovations, new ideas, as well as scientific results, methods, 936 approaches and the underlying learning products and services. 937

7.4.3 Communication arrangements 938

The organization shall determine and implement effective arrangements for communicating with 939 learners and other interested parties in relation to 940


ISO/DIS 21001:2017(E)


a) institutional policy, objectives and strategic plan; 941

b) design, content and delivery of educational products and services; 942

c) enquiries, application, admission, or registration; 943

d) learners' performance data, including results of formative and summative assessment; and 944

e) learner and interested parties’ feedback, including learner complaints and learners/interested 945 parties’ satisfaction surveys; 946

The organization shall inform their learners and other beneficiaries about external contact points in 947 case of unresolvable issues. 948

At planned intervals, the organization shall: 949

a) monitor the implementation of its communication efforts; 950

b) analyse and improve the communication plan based on the results of monitoring. 951

The organization shall retain documented information of the communication process. 952

NOTE 1 The organization may document communication plans and arrangements within the processes they 953 form part of. 954

NOTE 2 The organization may implement methods to ensure traceability of communications where appropriate. 955

Documented information 7.5956

7.5.1 General 957

The organization’s EOMS shall include: 958

a) documented information required by this International Standard; 959

b) documented information determined by the organization as being necessary for the effectiveness of 960 the EOMS. 961

NOTE 1 The extent of documented information for an EOMS can differ from one organization to another due to: 962

— the size of organization and its type of activities, processes, products and services, 963

— the complexity of processes and their interactions, and 964

— the competence of its persons. 965

NOTE 2 The documentation can be in any form or type of medium. 966

NOTE 3 Documented information can include, but is not limited to, the following (depending on the type and 967 level of education offered): 968

— academic calendar, access to records; 969


ISO/DIS 21001:2017(E)


a) institutional policy, objectives and strategic plan; 941

b) design, content and delivery of educational products and services; 942

c) enquiries, application, admission, or registration; 943

d) learners' performance data, including results of formative and summative assessment; and 944

e) learner and interested parties’ feedback, including learner complaints and learners/interested 945 parties’ satisfaction surveys; 946

The organization shall inform their learners and other beneficiaries about external contact points in 947 case of unresolvable issues. 948

At planned intervals, the organization shall: 949

a) monitor the implementation of its communication efforts; 950

b) analyse and improve the communication plan based on the results of monitoring. 951

The organization shall retain documented information of the communication process. 952

NOTE 1 The organization may document communication plans and arrangements within the processes they 953 form part of. 954

NOTE 2 The organization may implement methods to ensure traceability of communications where appropriate. 955

Documented information 7.5956

7.5.1 General 957

The organization’s EOMS shall include: 958

a) documented information required by this International Standard; 959

b) documented information determined by the organization as being necessary for the effectiveness of 960 the EOMS. 961

NOTE 1 The extent of documented information for an EOMS can differ from one organization to another due to: 962

— the size of organization and its type of activities, processes, products and services, 963

— the complexity of processes and their interactions, and 964

— the competence of its persons. 965

NOTE 2 The documentation can be in any form or type of medium. 966

NOTE 3 Documented information can include, but is not limited to, the following (depending on the type and 967 level of education offered): 968

— academic calendar, access to records; 969

ISO/DIS 21001:2017(E)


— core curriculum, course catalogue; 970

— grades, scoring and evaluation; 971

— code of conduct and code of ethics. 972

7.5.2 Creating and updating 973

When creating and updating documented information the organization shall ensure appropriate: 974

a) identification and description (e.g. a title, date, author, reference number); 975

b) format (e.g. language, software version, graphics) and media (e.g. paper, electronic), taking into 976 account the accessibility requirements of persons with special needs; 977

c) review and approval for suitability and adequacy. 978

7.5.3 Control of documented information 979

7.5.3.1 Documented information required by the EOMS and by this International Standard shall be 980 controlled to ensure: 981

a) it is available and suitable for use, where and when it is needed; 982

b) it is adequately protected (e.g. from loss of confidentiality, improper use, or loss of integrity, 983 unintended alterations). 984

7.5.3.2 For the control of documented information, the organization shall address the following 985 activities, as applicable: 986

a) distribution, access, retrieval and use; 987

b) protection and security, including redundancy; 988

c) storage and preservation, including preservation of legibility; 989

d) control of changes (e.g. version control); 990

e) retention and disposition; 991

f) ensuring confidentiality; 992

g) prevention of the unintended use of obsolete documented information. 993

Documented information of external origin determined by the organization, necessary for the planning 994 and effective operation of the EOMS shall be identified and controlled as appropriate. 995

The controls established shall be maintained as documented information. 996

NOTE 1 Access can imply a decision regarding the permission to view the documented information only, or the 997 permission and authority to view and change the documented information. 998


ISO/DIS 21001:2017(E)


NOTE 2 The preservation of legibility includes ensuring integrity during transfer of data between media or 999 formats. 1000

8 Operation 1001

Operational planning and control 8.11002

The organization shall plan, implement and control the processes, (see 4.4), needed to meet 1003 requirements for the provision of educational products and services, and to implement the actions 1004 determined in 6.1, by: 1005

a) determining requirements for the educational product and services; 1006

b) establishing criteria for the processes; 1007

c) determining the resources needed to achieve conformity to the product and service requirements; 1008

d) implementing control of the processes in accordance with the criteria; 1009

e) determining and keeping documented information to the extent necessary to have confidence: 1010

1) that the processes have been carried out as planned; 1011

2) to demonstrate the conformity of products and services to their requirements. 1012

NOTE “Keeping” implies both the maintaining and the retaining of documented information for specified time 1013 periods. 1014

The output of this planning shall be suitable for the organization's operations. 1015

The organization shall control planned changes and review the consequences of unintended changes, 1016 taking action to mitigate any adverse effects, as necessary. 1017

The organization shall ensure that outsourced processes are controlled (see 8.4) 1018

The organization shall plan the design, development, and expected outcomes of the educational 1019 products and services, including 1020

a) learning outcomes; 1021

b) ensuring appropriate teaching methods and learning environments; 1022

c) defining criteria for learning assessment; 1023

d) conducting learning assessment; 1024

e) defining and conducting improvement procedures; and 1025

f) providing support services. 1026


ISO/DIS 21001:2017(E)


NOTE 2 The preservation of legibility includes ensuring integrity during transfer of data between media or 999 formats. 1000

8 Operation 1001

Operational planning and control 8.11002

The organization shall plan, implement and control the processes, (see 4.4), needed to meet 1003 requirements for the provision of educational products and services, and to implement the actions 1004 determined in 6.1, by: 1005

a) determining requirements for the educational product and services; 1006

b) establishing criteria for the processes; 1007

c) determining the resources needed to achieve conformity to the product and service requirements; 1008

d) implementing control of the processes in accordance with the criteria; 1009

e) determining and keeping documented information to the extent necessary to have confidence: 1010

1) that the processes have been carried out as planned; 1011

2) to demonstrate the conformity of products and services to their requirements. 1012

NOTE “Keeping” implies both the maintaining and the retaining of documented information for specified time 1013 periods. 1014

The output of this planning shall be suitable for the organization's operations. 1015

The organization shall control planned changes and review the consequences of unintended changes, 1016 taking action to mitigate any adverse effects, as necessary. 1017

The organization shall ensure that outsourced processes are controlled (see 8.4) 1018

The organization shall plan the design, development, and expected outcomes of the educational 1019 products and services, including 1020

a) learning outcomes; 1021

b) ensuring appropriate teaching methods and learning environments; 1022

c) defining criteria for learning assessment; 1023

d) conducting learning assessment; 1024

e) defining and conducting improvement procedures; and 1025

f) providing support services. 1026

ISO/DIS 21001:2017(E)


Requirements for products and services 8.21027

8.2.1 Determination of Requirements for Products and Services 1028

When determining the requirements for the products and services to be offered to learners and other 1029 beneficiaries, the organization shall ensure that the requirements for the products and services are 1030 defined, including: 1031

a) those considered necessary by the organization due to its policy, objectives and strategic plan; 1032

b) those resulting from needs analysis that is performed to determine requirements of (current and 1033 potential future) learners and other beneficiaries, in particular those with special needs; 1034

c) those resulting from international demands and developments; 1035

d) those resulting from research. 1036

NOTE Needs analysis involves a comprehensive assessment of learning abilities of students, and can include: 1037 prior knowledge and skills, preferred learning strategies, social and emotional needs, special nutrition needs, 1038 biological learning rhythms. 1039

The organization shall ensure it can meet the claims made for the products and services it offers. 1040

8.2.2 Changes to requirements for products and services 1041

The organization shall ensure that relevant documented information is amended, and that relevant 1042 interested parties are made aware of the changed requirements, when the requirements for products 1043 and services are changed. 1044

Design and development of products and services 8.31045

8.3.1 General 1046

The organization shall establish, implement and maintain a design and development process that is 1047 appropriate to ensure the subsequent provision of products and services. 1048

8.3.2 Design and development planning 1049

In determining the stages and controls for design and development, the organization shall consider: 1050

a) the requirements defined under 8.2 above; 1051

b) the nature, duration and complexity of the design and development activities; 1052

c) the required process stages, including applicable design and development reviews; 1053

d) the required design and development verification and validation activities; 1054

e) the responsibilities and authorities involved in the design and development process; 1055

f) the internal and external resource needs for the design and development of products and services; 1056

g) the need to control interfaces between persons involved in the design and development process; 1057


ISO/DIS 21001:2017(E)


h) the need for involvement of learners and other beneficiaries in the design and development 1058 process; 1059

i) the requirements for subsequent provision of products and services; 1060

j) the level of control expected for the design and development process by learners, other 1061 beneficiaries and other relevant interested parties; 1062

k) the documented information needed to demonstrate that design and development requirements 1063 have been met; 1064

l) the evidence-based approach; 1065

m) the extent to which learners require individualized learning pathways, based on their skills, 1066 interests and aptitudes; 1067

n) the need for reusability, accessibility, interchangeability and durability in course authoring, 1068 production and delivery tools. 1069

8.3.3 Design and development inputs 1070

The organization shall determine the requirements essential for the specific types of products and 1071 services to be designed and developed. The organization shall consider: 1072

a) functional and performance requirements; 1073

b) information derived from previous similar design and development activities; 1074

c) standards or codes of practice that the organization has committed to implement; 1075

d) potential consequences of failure due to the nature of the products and services. 1076

Inputs shall be adequate for design and development purposes complete and unambiguous. 1077

Conflicting design and development inputs shall be resolved. 1078

The organization shall retain documented information on design and development inputs. 1079

8.3.4 Design and development controls 1080

8.3.4.1 General design and development controls 1081

The organization shall apply controls to the design and development process to ensure that: 1082

a) the results to be achieved are defined; 1083

b) reviews are conducted to evaluate the ability of the results of design and development to meet 1084 requirements; 1085

c) validation activities are conducted to ensure that the resulting products and services meet the 1086 requirements for the specified application or intended use; 1087


ISO/DIS 21001:2017(E)


h) the need for involvement of learners and other beneficiaries in the design and development 1058 process; 1059

i) the requirements for subsequent provision of products and services; 1060

j) the level of control expected for the design and development process by learners, other 1061 beneficiaries and other relevant interested parties; 1062

k) the documented information needed to demonstrate that design and development requirements 1063 have been met; 1064

l) the evidence-based approach; 1065

m) the extent to which learners require individualized learning pathways, based on their skills, 1066 interests and aptitudes; 1067

n) the need for reusability, accessibility, interchangeability and durability in course authoring, 1068 production and delivery tools. 1069

8.3.3 Design and development inputs 1070

The organization shall determine the requirements essential for the specific types of products and 1071 services to be designed and developed. The organization shall consider: 1072

a) functional and performance requirements; 1073

b) information derived from previous similar design and development activities; 1074

c) standards or codes of practice that the organization has committed to implement; 1075

d) potential consequences of failure due to the nature of the products and services. 1076

Inputs shall be adequate for design and development purposes complete and unambiguous. 1077

Conflicting design and development inputs shall be resolved. 1078

The organization shall retain documented information on design and development inputs. 1079

8.3.4 Design and development controls 1080

8.3.4.1 General design and development controls 1081

The organization shall apply controls to the design and development process to ensure that: 1082

a) the results to be achieved are defined; 1083

b) reviews are conducted to evaluate the ability of the results of design and development to meet 1084 requirements; 1085

c) validation activities are conducted to ensure that the resulting products and services meet the 1086 requirements for the specified application or intended use; 1087

ISO/DIS 21001:2017(E)


d) any necessary actions are taken on problems determined during the reviews, or verification and 1088 validation activities. 1089

NOTE Design and development reviews and validation have distinct purposes. They can be conducted 1090 separately or in any combination, as is suitable for the processes, products and services of the organization. 1091

8.3.4.2 Programme design and development controls 1092

The controls applied to the design and development process shall ensure that: 1093

a) the purpose and scope of the course or programme, is defined with a view to learners’ 1094 requirements for further study or work; 1095

b) the prerequisites, if any, are specified; 1096

c) the characteristics of the learners are defined; 1097

d) the requirements of further study of work are known; 1098

e) the course or programme can meet the requirements of the purpose and scope taking into account 1099 the characteristics of the learners; 1100

f) the characteristics of the graduate profile are defined. 1101

8.3.4.3 Curriculum design and development controls 1102

The controls applied to the design and development process shall ensure that: 1103

a) learning outcomes: 1104

1) are consistent with the scope of the course or programme; 1105

2) are described in terms of the knowledge, skills and attitudes learners should acquire by 1106 completing the curriculum; 1107

3) include an indication of the level to which the knowledge, skills and attitudes will be achieved; 1108

4) are specific, measurable, achievable, relevant and time-bound; 1109

b) learning activities are: 1110

1) suitable to the method of educational delivery; 1111

2) appropriate for ensuring achievement of the learning outcomes; 1112

3) specific, measurable, achievable, relevant and time-bound; 1113

c) all resources necessary to successfully complete the learning activities are defined; 1114

d) adequate opportunities for: 1115

1) learners to take an active role in creating the learning process; 1116


ISO/DIS 21001:2017(E)


2) formative assessment and feedback; 1117

are included in the learning design. 1118

8.3.4.4 Assessment design and development controls 1119

The controls applied to the design and development process of summative assessment shall ensure 1120 that: 1121

a) a clear link can be demonstrated between the assessment design and the learning outcomes it is 1122 intended to assess, and where appropriate, the learning activities it is based on; 1123

b) activities are conducted taking into account the principles of transparency, accessibility, respect to 1124 the learner, and fairness, especially with respect to grading; 1125

c) the grading system is defined and validated. 1126

8.3.5 Review of the requirements for products and services 1127

8.3.5.1 At the end of the design process, the organization shall ensure that its proposed product and 1128 service design meets the requirements for products and services to be offered to learners and other 1129 beneficiaries. The organization shall conduct a review before committing to supply products and 1130 services to a learner or other beneficiary, to include: 1131

a) requirements specified by the learners and other beneficiaries, including the requirements for 1132 delivery and post-delivery activities; 1133

b) requirements not stated by the learner or other beneficiary, but necessary for the specified or 1134 intended use, when known; 1135

c) requirements specified by the organization; 1136

The learner and other beneficiaries' requirements shall be confirmed by the organization before 1137 acceptance, when the learners and other beneficiaries do not provide a documented statement of their 1138 requirements. 1139

The organization shall ensure that requirements for the educational products and services differing 1140 from those previously defined are shared with learners and other beneficiaries and resolved. 1141

8.3.5.2 The organization shall retain documented information, as applicable: 1142

a) on the results of reviews; 1143

b) on any new requirements for the products and services. 1144

8.3.6 Design and development outputs 1145

The organization shall ensure that design and development outputs: 1146

a) meet the input requirements; 1147

b) are adequate for the subsequent processes for the provision of products and services; 1148


ISO/DIS 21001:2017(E)


2) formative assessment and feedback; 1117

are included in the learning design. 1118

8.3.4.4 Assessment design and development controls 1119

The controls applied to the design and development process of summative assessment shall ensure 1120 that: 1121

a) a clear link can be demonstrated between the assessment design and the learning outcomes it is 1122 intended to assess, and where appropriate, the learning activities it is based on; 1123

b) activities are conducted taking into account the principles of transparency, accessibility, respect to 1124 the learner, and fairness, especially with respect to grading; 1125

c) the grading system is defined and validated. 1126

8.3.5 Review of the requirements for products and services 1127

8.3.5.1 At the end of the design process, the organization shall ensure that its proposed product and 1128 service design meets the requirements for products and services to be offered to learners and other 1129 beneficiaries. The organization shall conduct a review before committing to supply products and 1130 services to a learner or other beneficiary, to include: 1131

a) requirements specified by the learners and other beneficiaries, including the requirements for 1132 delivery and post-delivery activities; 1133

b) requirements not stated by the learner or other beneficiary, but necessary for the specified or 1134 intended use, when known; 1135

c) requirements specified by the organization; 1136

The learner and other beneficiaries' requirements shall be confirmed by the organization before 1137 acceptance, when the learners and other beneficiaries do not provide a documented statement of their 1138 requirements. 1139

The organization shall ensure that requirements for the educational products and services differing 1140 from those previously defined are shared with learners and other beneficiaries and resolved. 1141

8.3.5.2 The organization shall retain documented information, as applicable: 1142

a) on the results of reviews; 1143

b) on any new requirements for the products and services. 1144

8.3.6 Design and development outputs 1145

The organization shall ensure that design and development outputs: 1146

a) meet the input requirements; 1147

b) are adequate for the subsequent processes for the provision of products and services; 1148

ISO/DIS 21001:2017(E)


c) include or reference monitoring and measuring requirements, as appropriate, and acceptance 1149 criteria; 1150

d) specify the characteristics of the products and services that are essential for their intended purpose 1151 and their safe and proper provision; 1152

e) are retained as documented information. 1153

8.3.7 Design and development changes 1154

The organization shall identify, review and control changes made during, or subsequent to, the design 1155 and development of products and services, to the extent necessary to ensure that there is no adverse 1156 impact on conformity to requirements or results. 1157

The organization shall retain documented information on: 1158

a) design and development changes; 1159

b) the outcomes of reviews; 1160

c) the authorization of the changes; 1161

d) the actions taken to prevent adverse impacts. 1162

Implementation 8.41163

8.4.1 Preparing for service provision 1164

Commencing with, or prior to the delivery of the educational products and services, the organization 1165 shall notify the learners and other relevant interested parties, and where appropriate, check their 1166 understanding of: 1167

a) the purpose(s), format and content of the educational products and services being provided, 1168 including the instruments and criteria to be used for evaluation; 1169

b) the commitments, responsibilities and expectations placed on the learners; 1170

c) the means by which the learning achieved and assessed will be recognised and retained as 1171 documented information; 1172

d) the procedures to be used in case of interested party dissatisfaction or disagreement between any 1173 interested party and the EOMS; 1174

e) who will support learning and evaluation, and how it will be supported; 1175

f) any costs involved, such as tuition fees, examination fees, and the purchase of learning materials; 1176

g) any prerequisites, such as required skills (including ICT skills), qualifications and professional 1177 experience. 1178


ISO/DIS 21001:2017(E)


8.4.2 Release of products and services 1179

The release of products and services to learners and other beneficiaries shall not proceed until the 1180 planned arrangements have been satisfactorily completed, unless otherwise approved by a relevant 1181 authority and, as applicable, by the learner and other beneficiaries. 1182

The organization shall retain documented information on the release of products and services. The 1183 documented information shall include: 1184

a) evidence of conformity with the acceptance criteria; 1185

b) traceability to the person(s) authorizing the release. 1186

8.4.3 Control of changes 1187

The organization shall review and control changes for production or service provision, to the extent 1188 necessary to ensure continuing conformity with the requirements. 1189

The organization shall retain documented information describing the results of the review of changes, 1190 the person(s) authorizing the change, and any necessary actions arising from the review. 1191

Service Provision 8.51192

8.5.1 General 1193

The organization shall implement production and service provision under controlled conditions. 1194

Controlled conditions shall include, as applicable: 1195

a) the availability of documented information that defines: 1196

1) the characteristics of the educational products to be produced, the educational services to be 1197 provided, or the activities to be performed; 1198

2) the results to be achieved; 1199

b) the availability and use of suitable and validated monitoring and measuring resources; 1200

c) the implementation of monitoring and measurement activities including the consideration of 1201 complaints, other feedback and the results of formative assessment at appropriate stages to verify 1202 that criteria for control of processes or outputs, and acceptance criteria for products and services, 1203 have been met; 1204

d) the use of suitable infrastructure and environment for the operation of processes; 1205

e) the appointment of competent persons, including any required qualification (see 7.2); 1206

f) the validation, and periodic revalidation, of the ability to achieve planned results of the processes 1207 for production and service provision, where the resulting output cannot be verified by subsequent 1208 monitoring or measurement; 1209

g) the implementation of actions to prevent human error; 1210


ISO/DIS 21001:2017(E)


8.4.2 Release of products and services 1179

The release of products and services to learners and other beneficiaries shall not proceed until the 1180 planned arrangements have been satisfactorily completed, unless otherwise approved by a relevant 1181 authority and, as applicable, by the learner and other beneficiaries. 1182

The organization shall retain documented information on the release of products and services. The 1183 documented information shall include: 1184

a) evidence of conformity with the acceptance criteria; 1185

b) traceability to the person(s) authorizing the release. 1186

8.4.3 Control of changes 1187

The organization shall review and control changes for production or service provision, to the extent 1188 necessary to ensure continuing conformity with the requirements. 1189

The organization shall retain documented information describing the results of the review of changes, 1190 the person(s) authorizing the change, and any necessary actions arising from the review. 1191

Service Provision 8.51192

8.5.1 General 1193

The organization shall implement production and service provision under controlled conditions. 1194

Controlled conditions shall include, as applicable: 1195

a) the availability of documented information that defines: 1196

1) the characteristics of the educational products to be produced, the educational services to be 1197 provided, or the activities to be performed; 1198

2) the results to be achieved; 1199

b) the availability and use of suitable and validated monitoring and measuring resources; 1200

c) the implementation of monitoring and measurement activities including the consideration of 1201 complaints, other feedback and the results of formative assessment at appropriate stages to verify 1202 that criteria for control of processes or outputs, and acceptance criteria for products and services, 1203 have been met; 1204

d) the use of suitable infrastructure and environment for the operation of processes; 1205

e) the appointment of competent persons, including any required qualification (see 7.2); 1206

f) the validation, and periodic revalidation, of the ability to achieve planned results of the processes 1207 for production and service provision, where the resulting output cannot be verified by subsequent 1208 monitoring or measurement; 1209

g) the implementation of actions to prevent human error; 1210

ISO/DIS 21001:2017(E)


h) the implementation of release, delivery and post-delivery activities. 1211

8.5.2 Admission of learners 1212

8.5.2.1 Pre-Admission Information 1213

The educational organization shall ensure that before learners are admitted, they are provided with: 1214

a) adequate information that takes into account organizational requirements and professional 1215 standards, as well as the organization’s commitment to social responsibility; 1216

b) adequate and clear information about the: 1217

1) intended learning outcomes, career perspectives, didactical and pedagogical approach; 1218

2) participation of the learner in their educational process; 1219

3) admission criteria and costs of the educational product or service. 1220

8.5.2.2 Conditions for admission 1221

The organization shall establish a process for the admission of learners. In addition to the requirements 1222 of 4.4.1, the process shall: 1223

- establish admission criteria which conform to: 1224

3) regulatory and organizational requirements; 1225

4) requirements from the professional field; and 1226

5) requirements due to the content of the programme and/or pedagogical approach; 1227

c) ensure that admission criteria and processes are applied uniformly for all learners; 1228

d) be maintained as documented information; 1229

e) be publicly available; 1230

f) ensure the traceability of each admission decision; 1231

g) retain documented information for a specified amount of time as evidence of admission decisions. 1232

8.5.3 Delivery of programmes 1233

The organization shall establish processes for: 1234

a) teaching; 1235

b) facilitation of learning; 1236

c) administrative support of learning 1237


ISO/DIS 21001:2017(E)


8.5.3.1 Control of Nonconforming Outputs 1238

The organization shall ensure that outputs that do not conform to their requirements are identified and 1239 controlled to prevent their unintended use or delivery. 1240

The organization shall take appropriate action based on the nature of the nonconformity and its effect 1241 on the conformity of products and services. This shall also apply to nonconforming products and 1242 services detected after delivery of products, during or after the provision of services. 1243

The organization shall deal with nonconforming outputs in one or more of the following ways: 1244

a) correction; 1245

b) segregation, containment, return or suspension of provision of products and services; 1246

c) informing the learners or other beneficiaries; 1247

d) obtaining authorization for acceptance under concession. 1248

Conformity to the requirements shall be verified when nonconforming outputs are corrected. 1249

8.5.3.2 Documentation of programme delivery 1250

The organization shall retain documented information that: 1251

a) describes the delivery of the programmes; 1252

b) describes any non-conforming outputs; 1253

c) describes the actions taken; 1254

d) describes the concessions obtained; 1255

e) identifies the authority deciding the action in respect of the nonconformity. 1256

8.5.4 Summative Assessment 1257


a) ensure that methods to detect plagiarism and other malpractices are in place, and communicated to 1259 learners; 1260

b) ensure the traceability of grades, such that an objective connection can be identified between 1261 learner work presented and the grade assigned; 1262

c) retain documented information of the assessment as evidence of the grades assigned; 1263

d) make the retention period of such documented information publicly available. 1264

8.5.5 Recognition of assessed learning 1265

Organizations shall ensure that after summative assessments: 1266


ISO/DIS 21001:2017(E)


8.5.3.1 Control of Nonconforming Outputs 1238

The organization shall ensure that outputs that do not conform to their requirements are identified and 1239 controlled to prevent their unintended use or delivery. 1240

The organization shall take appropriate action based on the nature of the nonconformity and its effect 1241 on the conformity of products and services. This shall also apply to nonconforming products and 1242 services detected after delivery of products, during or after the provision of services. 1243

The organization shall deal with nonconforming outputs in one or more of the following ways: 1244

a) correction; 1245

b) segregation, containment, return or suspension of provision of products and services; 1246

c) informing the learners or other beneficiaries; 1247

d) obtaining authorization for acceptance under concession. 1248

Conformity to the requirements shall be verified when nonconforming outputs are corrected. 1249

8.5.3.2 Documentation of programme delivery 1250

The organization shall retain documented information that: 1251

a) describes the delivery of the programmes; 1252

b) describes any non-conforming outputs; 1253

c) describes the actions taken; 1254

d) describes the concessions obtained; 1255

e) identifies the authority deciding the action in respect of the nonconformity. 1256

8.5.4 Summative Assessment 1257


a) ensure that methods to detect plagiarism and other malpractices are in place, and communicated to 1259 learners; 1260

b) ensure the traceability of grades, such that an objective connection can be identified between 1261 learner work presented and the grade assigned; 1262

c) retain documented information of the assessment as evidence of the grades assigned; 1263

d) make the retention period of such documented information publicly available. 1264

8.5.5 Recognition of assessed learning 1265

Organizations shall ensure that after summative assessments: 1266

ISO/DIS 21001:2017(E)


a) learners are informed of the outcomes of the assessment activity and grade; 1267

b) learners are given the opportunity to appeal the outcomes of the assessment activity and grade; 1268

c) learners have full access to their work and its detailed assessment, as well as opportunities for 1269 feedback; 1270

d) evidence of the outcomes of the assessment is issued to the learner as documented information; 1271

e) the documented information is retained indefinitely; 1272

f) the reasons for the decision on grading and final assessment are retained as documented 1273 information; 1274

g) the retention period of such documented information is publicly available. 1275

Control of externally provided processes, products and services 8.61276

8.6.1 General 1277

The organization shall ensure that externally provided processes, products and services conform to 1278 requirements. 1279

The organization shall determine the controls to be applied to externally provided processes, products 1280 and services when: 1281

a) products and services from external providers are intended for incorporation into the 1282 organization’s own products and services; 1283

b) products and services are provided directly to the learners or other beneficiaries by external 1284 providers on behalf of the organization; 1285

c) a process, or part of a process, is provided by an external provider as an outcome of a decision by 1286 the organization. 1287

The organization shall determine and apply criteria for the evaluation, selection, monitoring of 1288 performance, and re-evaluation of external providers, based on their ability to provide processes or 1289 products and services in accordance with requirements. The organization shall retain documented 1290 information of these activities and any necessary actions arising from the evaluations. 1291

8.6.2 Type and extent of control of external provision 1292

The organization shall ensure that externally provided processes, products and services do not 1293 adversely affect the organization’s ability to consistently deliver conforming products and services to its 1294 learners and other beneficiaries. 1295


a) ensure that externally provided processes remain within the control of its EOMS; 1297

b) define both the controls that it intends to apply to an external provider and those it intends to apply 1298 to the resulting output; 1299


ISO/DIS 21001:2017(E)


c) take into consideration: 1300

1) the potential impact of the externally provided processes, products and services on the 1301 organization’s ability to consistently meet learner and other beneficiary requirements; 1302

2) the effectiveness of the controls applied by the external provider; 1303

d) determine the verification, or other activities, necessary to ensure that the externally provided 1304 processes, products and services meet requirements. 1305

8.6.3 Information for external providers 1306

The organization shall ensure the adequacy of requirements prior to their communication to the 1307 external provider. 1308

The organization shall communicate to external providers its requirements for: 1309

a) the processes, products and services to be provided; 1310

b) the approval of: 1311

1) products and services; 1312

2) methods, processes and equipment; 1313

3) the release of products and services; 1314

c) competence, including any required qualification of persons; 1315

d) the external provider’s interactions with the organization; 1316

e) control and monitoring of the external provider’s performance to be applied by the organization; 1317

f) verification or validation activities that the organization, or its learners and other beneficiaries, 1318 intend to perform at the external provider’s premises. 1319

Traceability and Preservation 8.71320

8.7.1 Traceability 1321

The educational organization shall ensure traceability with respect to: 1322

a) the progress of learners through the organization; 1323

b) the study and employment paths of those who graduate or complete a course or programme of 1324 study, where applicable; 1325

c) output from the work of staff in terms of: 1326

1) what was done; 1327

2) when; 1328


ISO/DIS 21001:2017(E)


c) take into consideration: 1300

1) the potential impact of the externally provided processes, products and services on the 1301 organization’s ability to consistently meet learner and other beneficiary requirements; 1302

2) the effectiveness of the controls applied by the external provider; 1303

d) determine the verification, or other activities, necessary to ensure that the externally provided 1304 processes, products and services meet requirements. 1305

8.6.3 Information for external providers 1306

The organization shall ensure the adequacy of requirements prior to their communication to the 1307 external provider. 1308

The organization shall communicate to external providers its requirements for: 1309

a) the processes, products and services to be provided; 1310

b) the approval of: 1311

1) products and services; 1312

2) methods, processes and equipment; 1313

3) the release of products and services; 1314

c) competence, including any required qualification of persons; 1315

d) the external provider’s interactions with the organization; 1316

e) control and monitoring of the external provider’s performance to be applied by the organization; 1317

f) verification or validation activities that the organization, or its learners and other beneficiaries, 1318 intend to perform at the external provider’s premises. 1319

Traceability and Preservation 8.71320

8.7.1 Traceability 1321

The educational organization shall ensure traceability with respect to: 1322

a) the progress of learners through the organization; 1323

b) the study and employment paths of those who graduate or complete a course or programme of 1324 study, where applicable; 1325

c) output from the work of staff in terms of: 1326

1) what was done; 1327

2) when; 1328

ISO/DIS 21001:2017(E)


3) by whom. 1329

8.7.2 Preservation 1330

The organization shall preserve the outputs during production and service provision, to the extent 1331 necessary to ensure conformity to requirements. 1332

Protection and Transparency of Learners’ Data 8.81333

The organization shall establish and publish a procedure on protection and transparency of learners’ 1334 data. The procedure shall establish: 1335

a) what learner data is collected, and how and where it is processed and stored; 1336

b) who has access to the data; 1337

c) under which conditions learner data may be shared with third parties; 1338

d) how long the data is stored for. 1339

The organization shall only collect and share learners’ data with their explicit consent. 1340

The organization shall take all appropriate measures to ensure that learners' data can only be accessed 1341 by persons authorized by the procedure. Technological protection measures shall be validated. 1342

The organization shall give learners and other interested parties access to their own data. 1343

Property belonging to interested parties 8.91344

8.9.1 The educational organization shall exercise care with property belonging to any interested party 1345 while it is under the educational organization’s control or being used by the educational organization. 1346 The educational organization shall identify, verify, protect and safeguard any property provided for use 1347 or incorporation into the products and services. 1348

When the property of an interested party is lost, damaged or otherwise found to be unsuitable for use, 1349 the organization shall report this to the relevant interested party and take appropriate corrective 1350 actions (see 8.5.4.1 & 10.2) and retain documented information on what has occurred. 1351

NOTE 1 An interested party's property can include material, components, tools and equipment, beneficiary 1352 premises, intellectual property and personal data, certificates, diplomas and other relevant documents. 1353

9 Performance evaluation 1354

Monitoring, measurement, analysis and evaluation 9.11355

9.1.1 General 1356

The organization shall determine: 1357

a) what needs to be monitored and measured; 1358


ISO/DIS 21001:2017(E)


b) the methods for monitoring, measurement, analysis and evaluation, as applicable, to ensure valid 1359 outcomes; 1360

c) the acceptance criteria to be used; 1361

d) when the monitoring and measuring shall be performed; 1362

e) when the outcomes from monitoring and measurement shall be analysed and evaluated. 1363

The organization shall evaluate the organization’s performance and the effectiveness of the EOMS. 1364

People should be given an opportunity to critically review their own work in a reflective and 1365 constructive manner, as a contribution to their improvement. 1366

The organization shall retain appropriate documented information as evidence of the monitoring, 1367 measurement, analysis, evaluation and their outcomes. 1368

9.1.2 Satisfaction of learners, other beneficiaries and staff 1369

9.1.2.1 Monitoring of satisfaction 1370

The organization shall monitor the satisfaction of learners, other beneficiaries and staff, as well as their 1371 perceptions of the degree to which their needs and expectations have been fulfilled. The organization 1372 shall determine the methods for obtaining, monitoring and reviewing, this information. 1373

NOTE Examples of monitoring perceptions of learners, other beneficiaries and staff can include beneficiary 1374 surveys, beneficiary feedback on delivered products or services, meetings with beneficiaries, market-share 1375 analysis and responses. 1376

9.1.2.2 Handling of complaints 1377

The educational organization shall have in place a procedure for handling complaints and appeals, and 1378 shall make this known to its interested parties (see 10.2). 1379

The procedure shall establish a method for: 1380

a) communicating the complaints procedure to all relevant interested parties; 1381

b) receiving complaints; 1382

c) tracking complaints; 1383

d) acknowledging complaints; 1384

e) performing initial assessment of complaints; 1385

f) investigating the complaints; 1386

g) responding to the complaints; 1387

h) communicating the decision; 1388

i) closing complaints. 1389


ISO/DIS 21001:2017(E)


b) the methods for monitoring, measurement, analysis and evaluation, as applicable, to ensure valid 1359 outcomes; 1360

c) the acceptance criteria to be used; 1361

d) when the monitoring and measuring shall be performed; 1362

e) when the outcomes from monitoring and measurement shall be analysed and evaluated. 1363

The organization shall evaluate the organization’s performance and the effectiveness of the EOMS. 1364

People should be given an opportunity to critically review their own work in a reflective and 1365 constructive manner, as a contribution to their improvement. 1366

The organization shall retain appropriate documented information as evidence of the monitoring, 1367 measurement, analysis, evaluation and their outcomes. 1368

9.1.2 Satisfaction of learners, other beneficiaries and staff 1369

9.1.2.1 Monitoring of satisfaction 1370

The organization shall monitor the satisfaction of learners, other beneficiaries and staff, as well as their 1371 perceptions of the degree to which their needs and expectations have been fulfilled. The organization 1372 shall determine the methods for obtaining, monitoring and reviewing, this information. 1373

NOTE Examples of monitoring perceptions of learners, other beneficiaries and staff can include beneficiary 1374 surveys, beneficiary feedback on delivered products or services, meetings with beneficiaries, market-share 1375 analysis and responses. 1376

9.1.2.2 Handling of complaints 1377

The educational organization shall have in place a procedure for handling complaints and appeals, and 1378 shall make this known to its interested parties (see 10.2). 1379

The procedure shall establish a method for: 1380

a) communicating the complaints procedure to all relevant interested parties; 1381

b) receiving complaints; 1382

c) tracking complaints; 1383

d) acknowledging complaints; 1384

e) performing initial assessment of complaints; 1385

f) investigating the complaints; 1386

g) responding to the complaints; 1387

h) communicating the decision; 1388

i) closing complaints. 1389

ISO/DIS 21001:2017(E)


The procedure shall ensure confidentiality of complainants and objectivity of investigators. 1390

NOTE ISO 10002:2014(E) provides guidelines for complaints handling in organizations. 1391

9.1.3 Analysis and evaluation 1392

The organization shall analyse and evaluate appropriate data and information arising from monitoring 1393 and measurement. 1394

The results of analysis shall be used to evaluate: 1395

a) conformity of products and services; 1396

b) the degree of beneficiary satisfaction; 1397

c) the performance and effectiveness of the EOMS; 1398

d) if planning has been implemented effectively; 1399

e) the effectiveness of actions taken to address risks and opportunities; 1400

f) the performance of external providers; 1401

g) the need for improvements to the educational organization management system. 1402

NOTE Methods to analyse data can include qualitative, quantitative and/or mixed-method techniques. 1403

9.1.4 Monitoring and measuring needs 1404

The organization shall ensure that feedback on: 1405

a) the educational products and services; 1406

b) their effectiveness in achieving the agreed learning outcomes; and 1407

c) the organization's influence on the community 1408

is requested from and made available as appropriate to relevant interested parties. 1409

The organization shall monitor the level of feedback obtained and take actions to increase it where it is 1410 not sufficient. 1411

NOTE: Monitoring and measuring can include: 1412

— the content of the programme in the given discipline ensuring that programme is up to date; 1413

— the workload, progression of learner and completion rates; 1414

— effectiveness of evaluation; 1415

— learners' satisfaction in relation to programme; 1416

— learning environment and support services and their fitness for purpose. 1417


ISO/DIS 21001:2017(E)


9.1.5 Methods for monitoring, measurement, analysis and evaluation 1418

The organization shall ensure that: 1419

a) the interested parties involved in or affected by the evaluation are identified; 1420

b) the persons conducting the evaluation are competent and objective; 1421

c) evaluation reports are transparent and clearly describe the educational products and services and 1422 their objectives, the findings, and also the perspectives, procedures and rationale used to interpret 1423 the findings; 1424

d) the context (e.g. learning environment) in which the educational service is provided is examined in 1425 enough detail to enable likely influences on the educational service to be identified. 1426

Key Performance Indicators shall be developed with the collaboration of relevant interested parties. 1427

Top management shall ensure that Key Performance Indicators are in line with the policy and strategic 1428 plan. 1429

Internal audit 9.21430

9.2.1 The organization shall perform internal audits at planned intervals to provide information on 1431 whether the EOMS; 1432

a) conforms to: 1433

1) the organization’s own requirements for its management system; 1434

2) the requirements of this International Standard; 1435

b) is effectively implemented and maintained. 1436

9.2.2 The organization shall: 1437

a) plan, establish, implement and maintain an audit programme(s), including the frequency, methods, 1438 responsibilities, planning requirements and reporting, which shall take into consideration the 1439 EOMS's objectives, the importance of the processes concerned, feedback from relevant interested 1440 parties, and the outcomes of previous audits; 1441

b) define the audit criteria and scope for each audit; 1442

c) select auditors and conduct audits to ensure objectivity and the impartiality of the audit process; 1443

d) ensure that the results of the audits are reported to relevant management; 1444

e) identify opportunities for improvement; 1445

f) take appopriate correction and corrective actions without undue delay; 1446

g) retain documented information as evidence of the planning, implementation of the audit 1447 programme and the audit outcomes. 1448


ISO/DIS 21001:2017(E)


9.1.5 Methods for monitoring, measurement, analysis and evaluation 1418

The organization shall ensure that: 1419

a) the interested parties involved in or affected by the evaluation are identified; 1420

b) the persons conducting the evaluation are competent and objective; 1421

c) evaluation reports are transparent and clearly describe the educational products and services and 1422 their objectives, the findings, and also the perspectives, procedures and rationale used to interpret 1423 the findings; 1424

d) the context (e.g. learning environment) in which the educational service is provided is examined in 1425 enough detail to enable likely influences on the educational service to be identified. 1426

Key Performance Indicators shall be developed with the collaboration of relevant interested parties. 1427

Top management shall ensure that Key Performance Indicators are in line with the policy and strategic 1428 plan. 1429

Internal audit 9.21430

9.2.1 The organization shall perform internal audits at planned intervals to provide information on 1431 whether the EOMS; 1432

a) conforms to: 1433

1) the organization’s own requirements for its management system; 1434

2) the requirements of this International Standard; 1435

b) is effectively implemented and maintained. 1436

9.2.2 The organization shall: 1437

a) plan, establish, implement and maintain an audit programme(s), including the frequency, methods, 1438 responsibilities, planning requirements and reporting, which shall take into consideration the 1439 EOMS's objectives, the importance of the processes concerned, feedback from relevant interested 1440 parties, and the outcomes of previous audits; 1441

b) define the audit criteria and scope for each audit; 1442

c) select auditors and conduct audits to ensure objectivity and the impartiality of the audit process; 1443

d) ensure that the results of the audits are reported to relevant management; 1444

e) identify opportunities for improvement; 1445

f) take appopriate correction and corrective actions without undue delay; 1446

g) retain documented information as evidence of the planning, implementation of the audit 1447 programme and the audit outcomes. 1448

ISO/DIS 21001:2017(E)


Auditors shall not audit their own work. 1449

NOTE See ISO 19011 for guidance. 1450

Management review 9.31451

9.3.1 General 1452

Top management shall review the organization's EOMS and the updated strategic plan, at planned 1453 intervals (at least once per year) and update them accordingly to ensure its continuing suitability, 1454 adequacy and effectiveness. 1455

9.3.2 Management review inputs 1456

The management review shall include consideration of: 1457

a) the status of actions from previous management reviews; 1458

b) changes in external and internal issues that are relevant to the EOMS; 1459

c) information on the performance and effectiveness of the organization, including trends in: 1460

1) learner and other beneficiary satisfaction and feedback related to learner and other beneficiary 1461 requirements; 1462

2) the extent to which objectives have been met; 1463

3) process performance and conformity of products and services; 1464

4) nonconformities and corrective actions; 1465

5) monitoring and measurement outcomes; 1466

6) audit outcomes; 1467

7) the performance of external providers; 1468

8) assessment outcomes; 1469

d) the adequacy of resources; 1470

e) the effectiveness of actions taken to address risks and opportunities (see 6.1); 1471

f) opportunities for continual improvement; 1472

g) staff feedback related to activities to enhance persons' capacity. 1473

9.3.3 Management review outputs 1474

The outputs of the management review shall include decisions related to: 1475

- opportunities for improvement; 1476


ISO/DIS 21001:2017(E)


h) any need for changes to the education organization management system; 1477

i) resource needs. 1478

The organization shall retain documented information as evidence of the outcomes of management 1479 reviews. 1480

10 Improvement 1481

General 10.11482

The organization shall determine and select opportunities for improvement and implement any 1483 necessary actions to meet learner and other beneficiary requirements and enhance satisfaction of 1484 learners, other beneficiaries, staff and other relevant interested parties, including external providers. 1485

These shall include: 1486

a) improving products and services to meet requirements as well as to address future needs and 1487 expectations; 1488

b) correcting, preventing or reducing undesired effects; 1489

c) improving the performance and effectiveness of the EOMS. 1490

Nonconformity and corrective action 10.21491

10.2.1 When a nonconformity occurs, the organization shall 1492

a) react to the nonconformity, and as applicable: 1493

1) take action to control and correct it; 1494

2) deal with the consequences; 1495

b) evaluate the need for action to eliminate the causes of the nonconformity, in order that it does not 1496 recur or occur elsewhere, by: 1497

1) reviewing the nonconformity; 1498

2) determining the causes of the nonconformity, 1499

3) determining if similar nonconformities exist, or could potentially occur; 1500

c) implement any action needed; 1501

d) review the effectiveness of any corrective action taken; 1502

e) make changes to the EOMS, if necessary. 1503

Corrective actions shall be appropriate to the effects of the nonconformities encountered. 1504

10.2.2 The organization shall retain documented information as evidence of: 1505


ISO/DIS 21001:2017(E)


h) any need for changes to the education organization management system; 1477

i) resource needs. 1478

The organization shall retain documented information as evidence of the outcomes of management 1479 reviews. 1480

10 Improvement 1481

General 10.11482

The organization shall determine and select opportunities for improvement and implement any 1483 necessary actions to meet learner and other beneficiary requirements and enhance satisfaction of 1484 learners, other beneficiaries, staff and other relevant interested parties, including external providers. 1485

These shall include: 1486

a) improving products and services to meet requirements as well as to address future needs and 1487 expectations; 1488

b) correcting, preventing or reducing undesired effects; 1489

c) improving the performance and effectiveness of the EOMS. 1490

Nonconformity and corrective action 10.21491

10.2.1 When a nonconformity occurs, the organization shall 1492

a) react to the nonconformity, and as applicable: 1493

1) take action to control and correct it; 1494

2) deal with the consequences; 1495

b) evaluate the need for action to eliminate the causes of the nonconformity, in order that it does not 1496 recur or occur elsewhere, by: 1497

1) reviewing the nonconformity; 1498

2) determining the causes of the nonconformity, 1499

3) determining if similar nonconformities exist, or could potentially occur; 1500

c) implement any action needed; 1501

d) review the effectiveness of any corrective action taken; 1502

e) make changes to the EOMS, if necessary. 1503

Corrective actions shall be appropriate to the effects of the nonconformities encountered. 1504

10.2.2 The organization shall retain documented information as evidence of: 1505

ISO/DIS 21001:2017(E)


a) the nature of the nonconformities and any subsequent actions taken, and 1506

b) the outcomes of any corrective action. 1507

Continual improvement 10.31508

The organization shall continually improve the suitability, adequacy and effectiveness of the EOMS. 1509

The organization shall consider the results of analysis and evaluation, and the outputs from 1510 management review, to determine if there are needs or opportunities that shall be addressed as part of 1511 continual improvement. 1512

Management practices shall be regularly reviewed to take into account the latest research. 1513


ISO/DIS 21001:2017(E)


Annex A1514 (normative) 1515

1516 Additional Requirements for Special Needs Education 1517

A.1 General 1518

Organizations consider holistically the learning requirements to ensure that the educational services 1519 and products they provide are as inclusive as possible. The purpose of this annex is to provide 1520 requirements for special needs learners that should be considered by organizations that provide 1521 educational services and products, in addition to the requirements already expressed by this standard 1522 so that these individuals can participate fully in their own education. Each requirement below is 1523 numbered by cross-referencing it to the clause in the main text of the standard to which it refers. 1524

A special needs learner is someone who may have educational needs that cannot be met through 1525 regular instruction and assessment practices (e.g., exceptionalities such as behavioural, 1526 communicational, intellectual, physical, giftedness, or other learner needs for special education; 1527 learners may have more than one exceptionality). 1528

This implies the need to ensure the existence of communication channels so the interested parties 1529 (teachers, administration, specialists,) can receive the information they need for their activity. 1530

A.2 Additional requirements to clauses 1531

The Educational Organization shall consider the following items when providing educational services 1532 and products to those with special needs: 1533

A.2.1 Additional requirements to 5.1.1 Leadership and commitment - general 1534

Top management shall ensure that: 1535

a) there is compliance with the legislation and policies; 1536

b) resources and training are in place to support accessibility in learning environments; 1537

c) reasonable accommodation is provided for special needs learners to promote an equitable access to 1538 facilities and the educational environments as other learners.”. 1539

The organization should: 1540

- show flexibility to support the learner co-construction of the learning process based on skills, 1541 abilities and interest, including approaches such as: 1542

1. adaptive instruction; 1543

2. accelerated or enriched content; 1544

3. allowing enrolment in two distinct programmes or educational organizations; 1545


ISO/DIS 21001:2017(E)


Annex A1514 (normative) 1515

1516 Additional Requirements for Special Needs Education 1517

A.1 General 1518

Organizations consider holistically the learning requirements to ensure that the educational services 1519 and products they provide are as inclusive as possible. The purpose of this annex is to provide 1520 requirements for special needs learners that should be considered by organizations that provide 1521 educational services and products, in addition to the requirements already expressed by this standard 1522 so that these individuals can participate fully in their own education. Each requirement below is 1523 numbered by cross-referencing it to the clause in the main text of the standard to which it refers. 1524

A special needs learner is someone who may have educational needs that cannot be met through 1525 regular instruction and assessment practices (e.g., exceptionalities such as behavioural, 1526 communicational, intellectual, physical, giftedness, or other learner needs for special education; 1527 learners may have more than one exceptionality). 1528

This implies the need to ensure the existence of communication channels so the interested parties 1529 (teachers, administration, specialists,) can receive the information they need for their activity. 1530

A.2 Additional requirements to clauses 1531

The Educational Organization shall consider the following items when providing educational services 1532 and products to those with special needs: 1533

A.2.1 Additional requirements to 5.1.1 Leadership and commitment - general 1534

Top management shall ensure that: 1535

a) there is compliance with the legislation and policies; 1536

b) resources and training are in place to support accessibility in learning environments; 1537

c) reasonable accommodation is provided for special needs learners to promote an equitable access to 1538 facilities and the educational environments as other learners.”. 1539

The organization should: 1540

- show flexibility to support the learner co-construction of the learning process based on skills, 1541 abilities and interest, including approaches such as: 1542

1. adaptive instruction; 1543

2. accelerated or enriched content; 1544

3. allowing enrolment in two distinct programmes or educational organizations; 1545

ISO/DIS 21001:2017(E)


4. individually tailored measures; 1546

5. curriculum adjustment or modification of the education programme to match the learner 1547 specific profile, above or below the default age-appropriate grade or level expectations for a 1548 particular subject or course; and 1549

6. recognition of prior learning and experience. 1550

- facilitate a team environment with adequate resources to support individual learners to meet their 1551 optimal potential 1552

- provide linkages to workplace opportunities; 1553

- ensure the provision of healthy and nutritious meals as necessary. 1554

A.2.2 Additional requirements to 7.2 Competence 1555

The organization shall supply resources to support educators by: 1556

a) ensuring that all educators and staff having contact with learners with special needs have 1557 appropriate specialized training. Such training can include: 1558

1) meeting the learning needs of learners who have different requirements; 1559

2) differentiated instruction and assessment; 1560

3) instructional scaffolding; 1561

b) providing access to a network of specialists; 1562

NOTE Specialised training can include training in differentiated instruction so as to meet the needs of 1563 learners with different requirements. 1564

NOTE 2 Specialists can include psychologists, learning and development specialists and speech therapists. 1565

A.2.3 Additional note to 8.2.1 Determination of requirements for products and services 1566

Note: Needs analysis for learners with special needs can include analysis of: 1567

— reading disorders 1568

— disorder of written expression 1569

— math disability 1570

— motor impairment 1571

— auditive impairment 1572

— visual impairment 1573

— and for gifted students: 1574


ISO/DIS 21001:2017(E)


— levels of giftedness; 1575

— hyperlexia; 1576

— preliminary assessment for areas of Giftedness such as: General Intellectual Ability; Specific 1577 Academic Aptitude; Leadership Ability; Creative and Productive Thinking; psychomotor Ability; 1578 Visual and Performing Arts 1579

A.2.4 Additional requirements to 8.5.3 Delivery of programmes 1580

With input from learners and other interested parties, an organization’s management, teaching and 1581 support staff can identify steps to improve accessibility of educational services. The organization shall 1582 apply reasonable judgment as to what might be possible during a specific time frame. The organization 1583 should: 1584

- employ differentiated instruction strategies that are targeted to learners in the classroom; 1585

- provide multiple and diverse opportunities for learners to demonstrate their mastery of the topics 1586 of instruction; 1587

- ensure instruction provides scaffolded activities and assessments that allow learners to build and 1588 demonstrate their learning; 1589

- use approaches recommended for special needs learners to encourage development of self-1590 awareness, self-regulation, and metacognition; 1591

- balance the needs of the learner, the educator, the requirements of the subject, the context 1592 (environment) within larger frameworks (e.g., legislative and curricular requirements, national 1593 values, etc.); 1594

- flexibly implement individualized measures, as applicable including: 1595

1) curriculum modification; 1596

2) compacting and the like; 1597

3) fostering self-directedness and independence; 1598

4) tutor and mentorships; 1599

5) adequate evaluation methods. 1600

A.2.5 Additional requirements to 9.1.5 Methods for monitoring, measurement, analysis 1601 and evaluation 1602

Individual learners who require specific assistance with learning in order to achieve the agreed upon 1603 learning outcomes, will be accommodated in a manner that balances learner requirements, the integrity 1604 of the learning outcomes, and capacity of the educational organization. 1605


ISO/DIS 21001:2017(E)


— levels of giftedness; 1575

— hyperlexia; 1576

— preliminary assessment for areas of Giftedness such as: General Intellectual Ability; Specific 1577 Academic Aptitude; Leadership Ability; Creative and Productive Thinking; psychomotor Ability; 1578 Visual and Performing Arts 1579

A.2.4 Additional requirements to 8.5.3 Delivery of programmes 1580

With input from learners and other interested parties, an organization’s management, teaching and 1581 support staff can identify steps to improve accessibility of educational services. The organization shall 1582 apply reasonable judgment as to what might be possible during a specific time frame. The organization 1583 should: 1584

- employ differentiated instruction strategies that are targeted to learners in the classroom; 1585

- provide multiple and diverse opportunities for learners to demonstrate their mastery of the topics 1586 of instruction; 1587

- ensure instruction provides scaffolded activities and assessments that allow learners to build and 1588 demonstrate their learning; 1589

- use approaches recommended for special needs learners to encourage development of self-1590 awareness, self-regulation, and metacognition; 1591

- balance the needs of the learner, the educator, the requirements of the subject, the context 1592 (environment) within larger frameworks (e.g., legislative and curricular requirements, national 1593 values, etc.); 1594

- flexibly implement individualized measures, as applicable including: 1595

1) curriculum modification; 1596

2) compacting and the like; 1597

3) fostering self-directedness and independence; 1598

4) tutor and mentorships; 1599

5) adequate evaluation methods. 1600

A.2.5 Additional requirements to 9.1.5 Methods for monitoring, measurement, analysis 1601 and evaluation 1602

Individual learners who require specific assistance with learning in order to achieve the agreed upon 1603 learning outcomes, will be accommodated in a manner that balances learner requirements, the integrity 1604 of the learning outcomes, and capacity of the educational organization. 1605

ISO/DIS 21001:2017(E)


Annex B1606 (normative) 1607

1608 Additional Requirements for Research 1609

B.1 Introduction 1610

Research is defined by the Oxford Dictionary as, “the systematic investigation into and study of 1611 materials, sources, etc., in order to establish facts and reach new conclusions”. There are different types 1612 of research, such as pure (basic), applied, and different research methodologies that are used by 1613 researchers, such as quantitative, qualitative, mixed methods, etc. Research approaches and 1614 methodologies may differ according to discipline, and in some cases interdisciplinary research 1615 combines approaches from more than one discipline. 1616

B.2 Examples of research Involvement of educational organization interested 1617 parties 1618

Interested parties associated with educational organizations may be involved in different forms of 1619 research, for example: 1620

- instructors may teach learners about research and engage with learners in research activities 1621 related to the curriculum (e.g., learners may survey their classmates and develop graphical 1622 representations of the data from their fellow learners; science learners may perform experiments 1623 and prepare lab reports, learners may perform research to complete a dissertation that will lead to 1624 a degree, etc.); 1625

- instructors may lead or participate in research in addition to their teaching duties (e.g., pure 1626 research regarding scientific phenomena, applied research in biotechnology, participatory action 1627 research regarding the environment, etc.); 1628

- instructors and collaborators may lead or participate in educational research that focuses on new 1629 innovations in teaching and learning; and, 1630

- other forms of research. 1631

B.3 Provision of research principles and guidelines 1632

Clear research principles and guidelines need to be provided to interested parties associated with 1633 educational organizations. Information for researchers shall, as applicable, include principles and 1634 guidelines including (but not limited to): 1635

- humans in research (including an evaluation of risk related to vulnerability of research participants 1636 and potential harms participants may experience); 1637

- animals in research; 1638

- ethical conduct of research; and, 1639


ISO/DIS 21001:2017(E)


- environmental health and safety (including environmental protection, biosafety, etc.). 1640

B.4 Provision of information regarding research processes 1641

The educational organization should provide information regarding research processes including (but 1642 not limited to): 1643

- information required; 1644

- deadlines; 1645

- ethical review process; 1646

- process for annual review (including completion or continuation); 1647

- post approval review processes; 1648

- process for amendments; 1649

- process to respond and revise to meet review comments; 1650

- reporting process for any adverse events; 1651

- information related to international research legal, and ethical considerations; 1652

- process for course-based research; and, 1653

- administrative and quality assurance projects. 1654

B.5 Training and consultation 1655

Researchers should have access to 1656

- training and resources (e.g., courses, seminars, access to researcher listservs, access to research 1657 publications, provision of online resources related to research); 1658

- information related to relevant legislation and regulations (e.g., researchers guide to regulations, 1659 protocol and review process regarding humans in research and animal use in research); 1660

- information related to standard operating procedures; 1661

- peer review (internal and external and possible exemptions); 1662

- access to online forms that need to be completed and submitted; 1663

- permits or certificates required (e.g., for field work or other types of research, biosafety certificates 1664 or forms and instructions for use of controlled substances); 1665

- guidance for entrepreneurs, inventors and start-ups regarding commercialization (including 1666 consultation regarding working with industry partners, clear guidelines regarding IPR, copyright, 1667 trademarks and patents); 1668


ISO/DIS 21001:2017(E)


- environmental health and safety (including environmental protection, biosafety, etc.). 1640

B.4 Provision of information regarding research processes 1641

The educational organization should provide information regarding research processes including (but 1642 not limited to): 1643

- information required; 1644

- deadlines; 1645

- ethical review process; 1646

- process for annual review (including completion or continuation); 1647

- post approval review processes; 1648

- process for amendments; 1649

- process to respond and revise to meet review comments; 1650

- reporting process for any adverse events; 1651

- information related to international research legal, and ethical considerations; 1652

- process for course-based research; and, 1653

- administrative and quality assurance projects. 1654

B.5 Training and consultation 1655

Researchers should have access to 1656

- training and resources (e.g., courses, seminars, access to researcher listservs, access to research 1657 publications, provision of online resources related to research); 1658

- information related to relevant legislation and regulations (e.g., researchers guide to regulations, 1659 protocol and review process regarding humans in research and animal use in research); 1660

- information related to standard operating procedures; 1661

- peer review (internal and external and possible exemptions); 1662

- access to online forms that need to be completed and submitted; 1663

- permits or certificates required (e.g., for field work or other types of research, biosafety certificates 1664 or forms and instructions for use of controlled substances); 1665

- guidance for entrepreneurs, inventors and start-ups regarding commercialization (including 1666 consultation regarding working with industry partners, clear guidelines regarding IPR, copyright, 1667 trademarks and patents); 1668

ISO/DIS 21001:2017(E)


- recommendations and suggestions on where to apply for research funding, information about 1669 research awards and honours; 1670

- access to knowledgeable and competent research staff. 1671


ISO/DIS 21001:2017(E)


Annex C1672 (normative) 1673

Additional Requirements for Early Childhood Education 1674

In this International Standard, early childhood education (ECE) is understood to be education 1675 occurring at Level 0 of ISCED. 1676

Early childhood education is an educational level with its own identity. The main objective in this 1677 educational level is to contribute to the physical, emotional, social and intellectual development of 1678 children. 1679

C.1 General 1680

The organization should respect childrens’ rights as per the UN Convention on the Rights of the Child. 1681

The organization shall foster play, autonomy, affection, cooperation, creativity, joy and self-confidence 1682 amongst ECE children. 1683

C.2 Facilities 1684

Facilities established by the organization shall include: 1685

a) learning resources for early childhood education; 1686

b) facilities for play; 1687

c) facilities for daycare. 1688

Note: Where a school offers education at ISCED 1+ as well as early childhood education, it shall provide 1689 a separate space, dedicated ECE teacher, teaching and learning resources. 1690

C.3 Competence 1691

The organization shall provide educators specialised training in ECE, as appropriate. 1692

C.4 Communication 1693

The organization shall establish a procedure for communication with parents, tutors and guardians 1694 where the flow of information and control of child safety are guaranteed. 1695

C.5 Individual Learning Plans 1696

The organization shall elaborate individual plans in accordance with the evaluation of needs and 1697 expectations of the child and its family and considering the group of children as a whole. These plans 1698 shall be elaborated in [deadline] and be maintain as documented information. 1699

The organization shall appoint responsible people for the elaboration, implementation, coordination, 1700 evaluation and review of individual plans. 1701


ISO/DIS 21001:2017(E)


Annex C1672 (normative) 1673

Additional Requirements for Early Childhood Education 1674

In this International Standard, early childhood education (ECE) is understood to be education 1675 occurring at Level 0 of ISCED. 1676

Early childhood education is an educational level with its own identity. The main objective in this 1677 educational level is to contribute to the physical, emotional, social and intellectual development of 1678 children. 1679

C.1 General 1680

The organization should respect childrens’ rights as per the UN Convention on the Rights of the Child. 1681

The organization shall foster play, autonomy, affection, cooperation, creativity, joy and self-confidence 1682 amongst ECE children. 1683

C.2 Facilities 1684

Facilities established by the organization shall include: 1685

a) learning resources for early childhood education; 1686

b) facilities for play; 1687

c) facilities for daycare. 1688

Note: Where a school offers education at ISCED 1+ as well as early childhood education, it shall provide 1689 a separate space, dedicated ECE teacher, teaching and learning resources. 1690

C.3 Competence 1691

The organization shall provide educators specialised training in ECE, as appropriate. 1692

C.4 Communication 1693

The organization shall establish a procedure for communication with parents, tutors and guardians 1694 where the flow of information and control of child safety are guaranteed. 1695

C.5 Individual Learning Plans 1696

The organization shall elaborate individual plans in accordance with the evaluation of needs and 1697 expectations of the child and its family and considering the group of children as a whole. These plans 1698 shall be elaborated in [deadline] and be maintain as documented information. 1699

The organization shall appoint responsible people for the elaboration, implementation, coordination, 1700 evaluation and review of individual plans. 1701

ISO/DIS 21001:2017(E)


The individual plans shall include: 1702

a) general and specific objectives and respective indicators; 1703

b) identification of activities, strategies and resources needed for the learner to achieve the defined 1704 objectives; 1705

c) identification, scope of participation and responsibility of everyone involved in the implementation 1706 of the individual plans (e.g. child, family, staff, partners); 1707

d) deadline for the implementation of the activities defined; 1708

e) identification of the associated risks and actions to address them; 1709

f) identification of evaluation/review intervals of the individual plans; 1710

The organization shall involve the child and its family in the elaboration of the individual plan. 1711

The results of the evaluation and review of individual plans shall be retained as documented 1712 information. 1713

C.6 Reception and Delivery of the Child 1714

The organization shall establish and implement a process for the reception and delivery of the child and 1715 retain documented information regarding these activities. 1716

C.6.1 Reception of the Child 1717


a) appoint a person responsible for the reception of the child and a location for this activity to take 1719 place; 1720

b) promote the exchange of information between the appointed person and the family of the child. 1721

C.6.2 Delivery of the Child 1722


a) appoint a person responsible for the delivery of the child and a location for this activity to take 1724 place; 1725

b) promote the exchange of information between the appointed person and the family of the child; 1726

c) assure that the child is only delivered to authorized people; 1727

d) define the rules for exceptional situations where the child needs to be delivered to people not 1728 identified as authorized to do so on the child’s individual file; 1729

e) define the hygiene conditions in which the child should be delivered to authorized people. 1730

C.7 Hygiene care 1731



ISO/DIS 21001:2017(E)


a) define the hygiene care adequate to each child’s individual needs; 1733

b) promote the progressive autonomy of the child regarding personal hygiene; 1734

c) assure each child has individual resources for personal hygiene; 1735

d) retain documented information regarding personal hygiene and care activities of each child. 1736

C.8 Care in situation of illness or accident 1737

The organization shall define the way of acting in situations of child illness or accident and shall retain 1738 documented information regarding these situations. 1739

The educational organization shall define the rules for administration of medicine to the child. This activity 1740 shall be supported by a mandate signed by the child’s parents and authorized persons, and with a physician’s 1741 prescription where required. 1742

Any medicines shall be identified and safely handled and stored. 1743

The organization shall retain documented information regarding the medicines administered, including 1744 dose and time of administration. 1745

C.9 Pedagogical-Playful Materials, Equipment and Spaces 1746

The pedagogical-playful materials, equipment and spaces shall be suitable to the children’s age and 1747 situation. 1748

The organization shall define the frequency, method and people adequate to assure the hygiene of each 1749 of these materials, equipment and spaces. 1750

The organization shall maintain documented information regarding hygiene activities regarding 1751 materials, equipment and spaces. 1752


ISO/DIS 21001:2017(E)


a) define the hygiene care adequate to each child’s individual needs; 1733

b) promote the progressive autonomy of the child regarding personal hygiene; 1734

c) assure each child has individual resources for personal hygiene; 1735

d) retain documented information regarding personal hygiene and care activities of each child. 1736

C.8 Care in situation of illness or accident 1737

The organization shall define the way of acting in situations of child illness or accident and shall retain 1738 documented information regarding these situations. 1739

The educational organization shall define the rules for administration of medicine to the child. This activity 1740 shall be supported by a mandate signed by the child’s parents and authorized persons, and with a physician’s 1741 prescription where required. 1742

Any medicines shall be identified and safely handled and stored. 1743

The organization shall retain documented information regarding the medicines administered, including 1744 dose and time of administration. 1745

C.9 Pedagogical-Playful Materials, Equipment and Spaces 1746

The pedagogical-playful materials, equipment and spaces shall be suitable to the children’s age and 1747 situation. 1748

The organization shall define the frequency, method and people adequate to assure the hygiene of each 1749 of these materials, equipment and spaces. 1750

The organization shall maintain documented information regarding hygiene activities regarding 1751 materials, equipment and spaces. 1752

ISO/DIS 21001:2017(E)


Annex D1753 (informative) 1754

1755 Principles for a Management System for Educational Organizations (EOMS) 1756

An EOMS entails the following principles: 1757

D.1 A focus on the needs of learners and other beneficiaries 1758

The primary focus of EOMS is to meet learner and other beneficiary requirements and to exceed their 1759 expectations. 1760

D.2 Learning-Centeredness 1761

The active engagement of the learner in their own learning with consideration of the subject matter and 1762 the context in which learning takes place. The organization, learners, instructions, and stakeholders in 1763 the broader context focus on the success of each learner. 1764

D.3 Visionary Leadership 1765

Visionary leadership is to engage all relevant interested parties in creating, writing, and implementing 1766 the organization mission, vision and objectives. Leaders at all levels shall maintain unity of purpose and 1767 direction and create conditions that help people to achieve the aims, goals and objectives of the 1768 organization. Visionary leadership also covers competencies in change management. 1769

D.4 Engagement of People 1770

It is essential for the organization that all involved people are competent, empowered and engaged in 1771 delivering value. 1772

D.5 Process Approach 1773

Consistent and predictable outcomes are achieved more effectively and efficiently when activities are 1774 understood and managed as interrelated processes that function as a coherent system, including input 1775 and output. 1776

D.6 Improvement 1777

Successful organizations have an ongoing focus on measureable and assessable improvement. 1778 Evaluation of improvement has to take into account the aims and goals of the organization. 1779

D.7 Evidence-Based Decisions 1780

Decisions based on the analysis and evaluation of data and information are more likely to produce 1781 desired outcomes. 1782


ISO/DIS 21001:2017(E)


D.8 Relationship Management 1783

Statement for sustained success, organizations manage their relationships with interested parties, such 1784 as suppliers and collaborating partners. 1785

D.9 Social responsibility 1786

The responsibility of an organization for the impacts of its decision and activities on society and the 1787 environment, through transparency and ethical behavior that: 1788

— contribute to sustainable development, including quality education for all, health and welfare of 1789 society; 1790

— takes into account the expectation of stakeholders; 1791

— is in compliance with applicable law and consistent with international norms of behavior; 1792

— is integrated throughout the organization and practices in its relationship. This implies the willing 1793 inclusion by business of social and environmental concerns in the commercial (economic) activities 1794 and their relation with their stakeholders. [ISO 26000] 1795

D.10 Accessibility and Equity 1796

Successful organizations are inclusive, flexible, transparent and accountable in order to address 1797 learners’ individual and special needs, interests, abilities and backgrounds, creating an environment 1798 where learning activities are organized in a way that encourages learners to construct the knowledge 1799 either individually or in groups in an active way. Educators within these organizations provide and 1800 facilitate all educational products and services and opportunities to all learners in a manner that is 1801 equitable. 1802

D.11 Ethical conduct in education 1803

The ability of the organization to create an ethical professional environment where all interested 1804 parties are dealt with equitably, conflicts of interest are avoided, and activities are conducted for the 1805 benefit of society 1806

D.12 Data Security & Protection 1807

All interested parties are able to interact with the educational organization in full confidence that they 1808 maintain control over their own data, and that the educational organization will treat their data with 1809 appropriate care and confidentiality. 1810

D.13 Holistic Approach 1811

The EOMS promotes an integrated, holistic, systemic and systematic approach to education. It covers all 1812 levels of development, from strategic planning to the daily learning activity. 1813


ISO/DIS 21001:2017(E)


D.8 Relationship Management 1783

Statement for sustained success, organizations manage their relationships with interested parties, such 1784 as suppliers and collaborating partners. 1785

D.9 Social responsibility 1786

The responsibility of an organization for the impacts of its decision and activities on society and the 1787 environment, through transparency and ethical behavior that: 1788

— contribute to sustainable development, including quality education for all, health and welfare of 1789 society; 1790

— takes into account the expectation of stakeholders; 1791

— is in compliance with applicable law and consistent with international norms of behavior; 1792

— is integrated throughout the organization and practices in its relationship. This implies the willing 1793 inclusion by business of social and environmental concerns in the commercial (economic) activities 1794 and their relation with their stakeholders. [ISO 26000] 1795

D.10 Accessibility and Equity 1796

Successful organizations are inclusive, flexible, transparent and accountable in order to address 1797 learners’ individual and special needs, interests, abilities and backgrounds, creating an environment 1798 where learning activities are organized in a way that encourages learners to construct the knowledge 1799 either individually or in groups in an active way. Educators within these organizations provide and 1800 facilitate all educational products and services and opportunities to all learners in a manner that is 1801 equitable. 1802

D.11 Ethical conduct in education 1803

The ability of the organization to create an ethical professional environment where all interested 1804 parties are dealt with equitably, conflicts of interest are avoided, and activities are conducted for the 1805 benefit of society 1806

D.12 Data Security & Protection 1807

All interested parties are able to interact with the educational organization in full confidence that they 1808 maintain control over their own data, and that the educational organization will treat their data with 1809 appropriate care and confidentiality. 1810

D.13 Holistic Approach 1811

The EOMS promotes an integrated, holistic, systemic and systematic approach to education. It covers all 1812 levels of development, from strategic planning to the daily learning activity. 1813

ISO/DIS 21001:2017(E)


D.14 Adaptability 1814

The EOMS takes account of the principles of adaptability. 1815

D.15 Extensibility 1816

The EOMS is extensible in that additional requirements may be defined in order to ensure that new 1817 concepts, technologies, or innovations are taken into account to meet the requirements of specific 1818 communities. 1819


ISO/DIS 21001:2017(E)


Annex E1820 (informative) 1821

1822 Classification of Interested Parties 1823

E.1 Interested Parties for an EOMS 1824

1825

Figure E.1 — Typology of Interested Parties 1826

In the diagram above examples of: 1827

— students/pupils include any learner building and developing knowledge, skills and attitudes at the 1828 educational organization; 1829

— apprentices include learners receiving instruction in the context of the workplace; 1830

— government include ministries of education, public regulatory authorities and regional authorities; 1831

Interested Parties

(Stakeholders)

Learners

Students/pupils

Apprentices

Other Beneficiaries

Government

Labour Market

Parents & Guardians

Staff

Employees

Volunteers

Other

Educational Organizations

Media and Society

External Providers

Shareholders

Commercial Partners

Alumni


ISO/DIS 21001:2017(E)


Annex E1820 (informative) 1821

1822 Classification of Interested Parties 1823

E.1 Interested Parties for an EOMS 1824

1825

Figure E.1 — Typology of Interested Parties 1826

In the diagram above examples of: 1827

— students/pupils include any learner building and developing knowledge, skills and attitudes at the 1828 educational organization; 1829

— apprentices include learners receiving instruction in the context of the workplace; 1830

— government include ministries of education, public regulatory authorities and regional authorities; 1831

Interested Parties

(Stakeholders)

Learners

Students/pupils

Apprentices

Other Beneficiaries

Government

Labour Market

Parents & Guardians

Staff

Employees

Volunteers

Other

Educational Organizations

Media and Society

External Providers

Shareholders

Commercial Partners

Alumni

ISO/DIS 21001:2017(E)


— labour market includes employers, employer-representatives and unions; 1832

— parents & guardians include all persons who can take decisions on behalf of learners; 1833

— employees include permanent, temporary staff and externally contracted persons who hold a 1834 position within the organization; 1835

— volunteers include persons who provide a service to the educational organization without monetary 1836 recompense (e.g., persons serving on committees, visiting speakers, etc.); 1837

— educational organizations include both competitors as well as collaborating organizations; 1838

— media and society include those with a tangential interest in the educational organization; 1839

— external providers include suppliers and other external organizations providing outsourced 1840 services; 1841

— shareholders include owners of shares in organizations and sole owners; 1842

— commercial partners include sponsors and enterprises who jointly offer course; 1843

— alumni include former students or pupils of an educational organization. 1844

Educators may be employees, volunteers or external providers. 1845

Interested Parties may hold more than one type of relationship with an educational organization. Thus, 1846 for example, a doctoral student within an organization may be a beneficiary of that organization as a 1847 learner, while at the same time an employee as a teaching-assistant or researcher. 1848


ISO/DIS 21001:2017(E)


Annex F1849 (informative) 1850

1851 Guidelines for Communication with Interested Parties 1852

The following provides guidance on the implementation of article 7.4 in organizations. 1853

F.1 Levels of Engagement 1854

In determining what to communicate, with whom, the institution may embark upon a stakeholder 1855 analysis, so as to determine the level of interest of various interested parties in the activity of the 1856 institution, as well as the institution's interest in communicating with them, in line with its policy. 1857

The following table presents an example of an analysis of interested parties based upon several 1858 different types of educational organizations: 1859

Interested Parties →

Learners

Staff

Parents

Government

External Providers

Suppliers

Labour M

arket

Competitors

↓ Categories

Pre-primary H C H R H I H I M C M Ch L C H Ch

Primary H C H R H I H I M C M Ch L C H Ch

Secondary H I H R H R H I M C M Ch H C H Ch

University / colleges H I H I L C M I M C M Ch H I H Ch

Vocational including professional higher education & apprenticeships

H R H R N H C M C M Ch H 1 M Ch

Continuing Education (Adult Education)

H I N N N N N N N

Tutoring, Coaching & Mentoring

H C H C M C L Ch M C L H Ch MCh

Level of Interest:

H – High L – Low M – Medium N – None

Level of Participation:

I – Involved C – Consulted R- Represented Ch - Checked

Note: These categories may be interepreted differently in different national contexts. 1860

Table F.1 — A sample analysis of levels of interest and participation of interested parties in 1861 several different types of organizations 1862

1863


ISO/DIS 21001:2017(E)


Annex F1849 (informative) 1850

1851 Guidelines for Communication with Interested Parties 1852

The following provides guidance on the implementation of article 7.4 in organizations. 1853

F.1 Levels of Engagement 1854

In determining what to communicate, with whom, the institution may embark upon a stakeholder 1855 analysis, so as to determine the level of interest of various interested parties in the activity of the 1856 institution, as well as the institution's interest in communicating with them, in line with its policy. 1857

The following table presents an example of an analysis of interested parties based upon several 1858 different types of educational organizations: 1859

Interested Parties →

Learners

Staff

Parents

Government

External Providers

Suppliers

Labour M

arket

Competitors

↓ Categories

Pre-primary H C H R H I H I M C M Ch L C H Ch

Primary H C H R H I H I M C M Ch L C H Ch

Secondary H I H R H R H I M C M Ch H C H Ch

University / colleges H I H I L C M I M C M Ch H I H Ch

Vocational including professional higher education & apprenticeships

H R H R N H C M C M Ch H 1 M Ch

Continuing Education (Adult Education)

H I N N N N N N N

Tutoring, Coaching & Mentoring

H C H C M C L Ch M C L H Ch MCh

Level of Interest:

H – High L – Low M – Medium N – None

Level of Participation:

I – Involved C – Consulted R- Represented Ch - Checked

Note: These categories may be interepreted differently in different national contexts. 1860

Table F.1 — A sample analysis of levels of interest and participation of interested parties in 1861 several different types of organizations 1862

1863

ISO/DIS 21001:2017(E)


F.2 Methods of Engagement & Communications 1864

The method of communication will depend on the objective of communication: 1865

F.2.1 Communications for the purpose of obtaining the position, opinion or consent of 1866 interested parties 1867

The organization may establish different levels of participation for different interested parties. These 1868 shall include, as appropriate: 1869

a) involvement – whereby the interested parties participate in the process directly; 1870

EXAMPLE 1 Parents may participate directly in the delivery of pre-primary activities within the organization 1871

EXAMPLE 2 Industry organizations may be involved directly in the provision of higher education through the 1872 supply of places for internships 1873

b) representation – whereby representatives of the interested parties participate in the process 1874 directly; 1875

EXAMPLE 1 Representatives of learners may be elected to university governing boards by the learner body. 1876

EXAMPLE 2 Staff may be chosen by a union to represent the interests in a school board. 1877

c) consultation – whereby interested parties are consulted on the process, but do not participate in it; 1878

EXAMPLE 1 External Providers may be consulted on the design of books, other educational materials. 1879

EXAMPLE 2 Employers may be consulted as to their skill requirements, before the organization designs a 1880 course 1881

d) checking – whereby the organization takes note of the position of the interested parties, but does 1882 not consult, represent or involve them. 1883

EXAMPLE 1 Competitors may be checked before announcing a new programme or amending an existing one. 1884

EXAMPLE 2 The prices of various suppliers may be checked before deciding on a fee structure by the 1885 Educational Organization. 1886

Methods of Communication could include but are not limited to: 1887


ISO/DIS 21001:2017(E)


1888

Figure F.1 — Some potential methods of communication for the purpose of obtaining the 1889 position, opinion or consent of interested parties 1890

F.2.2 Communications for the purpose of conveying relevant, accurate and timely 1891 information to interested parties 1892

The organization may establish different communication methodologies depending upon the interested 1893 parties being targeted. These shall include, as appropriate: 1894

a) generic communications – whereby the communications are directed at all interested parties 1895 and/or the general public; 1896

b) targeted communications – whereby the communications are directed at specific groups of 1897 interested parties; 1898

c) personalized communications – whereby communications happens as a two way process between 1899 the organization and specific interested parties. 1900

Methods of communication could include but are not limited to: 1901


ISO/DIS 21001:2017(E)


1888

Figure F.1 — Some potential methods of communication for the purpose of obtaining the 1889 position, opinion or consent of interested parties 1890

F.2.2 Communications for the purpose of conveying relevant, accurate and timely 1891 information to interested parties 1892

The organization may establish different communication methodologies depending upon the interested 1893 parties being targeted. These shall include, as appropriate: 1894

a) generic communications – whereby the communications are directed at all interested parties 1895 and/or the general public; 1896

b) targeted communications – whereby the communications are directed at specific groups of 1897 interested parties; 1898

c) personalized communications – whereby communications happens as a two way process between 1899 the organization and specific interested parties. 1900

Methods of communication could include but are not limited to: 1901

ISO/DIS 21001:2017(E)


1902

Figure F.2 — Some potential methods of communication for the purpose of conveying relevant, 1903 accurate and timely information to interested parties 1904

F.3 Frequency of communication with Interested Parties 1905

The organization shall define the frequency of communication with the interested parties. 1906 Consideration shall be given to the following factors when determining the frequency of 1907 communication: 1908

a) before introducing any new programmes or new products and services; 1909

b) immediately after any changes are approved or issued that may have an impacts on the interested 1910 parties; 1911

c) on a regular basis as agreed with interested parties or as set by the communication procedure; 1912

d) following any complaints by interested parties. 1913

F.4 Receipt and handling feedback from Interested Parties 1914

The organization should assign a function to receive and record communication from interested parties. 1915

The method of recording should indicate: 1916

— the identity of the sender (unless anonymous) 1917

— the date of receipt of the communication 1918

— the subject of the feedback 1919

— the need to act or not on the feedback 1920

— the concerned person(s) in the organization that needs to act on the feedback 1921


ISO/DIS 21001:2017(E)


— the deadline for answering the interested parties if needed 1922

F.5 Review of impact of feedback from interested parties on the management 1923 system 1924

Following a review of the feedback, the person(s) concerned should take action as required and make 1925 any necessary improvements to the EOMS. 1926


ISO/DIS 21001:2017(E)


— the deadline for answering the interested parties if needed 1922

F.5 Review of impact of feedback from interested parties on the management 1923 system 1924

Following a review of the feedback, the person(s) concerned should take action as required and make 1925 any necessary improvements to the EOMS. 1926

ISO/DIS 21001:2017(E)


Annex G1927 (informative) 1928

1929 Processes, Procedures, Methods and Tools in Educational Organizations 1930

G.1 Processes 1931

Processes in Educational Organizations may include those for: 1932

— providing adequate resources; 1933

— recruiting, selecting and registering applicants; 1934

— managing and maintaining the necessary educational infrastructure (incl. classrooms, laboratories, 1935 study-spaces, libraries) 1936

— scheduling courses; 1937

— designing courses; 1938

— managing courses; 1939

— evaluating courses; 1940

— evaluation of staff performance; 1941

— evaluation of learners' performance; 1942

— internal communications; 1943

— external communications; 1944

— corrective and preventive actions; 1945

— recruitment of staff; 1946

— continuing professional development of staff; 1947

— management review; 1948

— security, health & safety compliance; 1949

— publication of educational materials (including books, journal articles) 1950

— conforming to requirements for accreditation; 1951

— informing relevant parties of changes to policy, strategy or instruction; 1952

— retaining documented information; 1953


ISO/DIS 21001:2017(E)


— issuing and securing recognition of learning achieved and accessed as documented information; 1954

— responding to feedback, queries and complaints from interested parties. 1955

— operating learner support and orientation systems 1956

G.2 Measures 1957

Educational Organizations may implement measures for: 1958

— dropout rate; 1959

— literacy rate; 1960

— learner satisfaction; 1961

— attendance and/or engagement rate of learners; 1962

— satisfaction of other beneficiaries; 1963

— graduation rate (as percentage of original admissions); 1964

— length of time for completion of programme; 1965

— job placement rate at specified intervals after graduations; 1966

— overall level of qualification of staff; 1967

— publication & research output of staff; 1968

— number of hours of continuing professional development; 1969

— percentage of accredited programmes; 1970

— number of complaints; 1971

— assessment pass rate; 1972

— ratio of administrative to research to teaching staff; 1973

— overall inward investment (by source) 1974

— degree of achievement of learning outcomes. 1975

G.3 Tools 1976

Tools for Evaluation in Educational Organizations may include: 1977

— Cost Analysis; 1978

— Satisfaction Surveys; 1979


ISO/DIS 21001:2017(E)


— issuing and securing recognition of learning achieved and accessed as documented information; 1954

— responding to feedback, queries and complaints from interested parties. 1955

— operating learner support and orientation systems 1956

G.2 Measures 1957

Educational Organizations may implement measures for: 1958

— dropout rate; 1959

— literacy rate; 1960

— learner satisfaction; 1961

— attendance and/or engagement rate of learners; 1962

— satisfaction of other beneficiaries; 1963

— graduation rate (as percentage of original admissions); 1964

— length of time for completion of programme; 1965

— job placement rate at specified intervals after graduations; 1966

— overall level of qualification of staff; 1967

— publication & research output of staff; 1968

— number of hours of continuing professional development; 1969

— percentage of accredited programmes; 1970

— number of complaints; 1971

— assessment pass rate; 1972

— ratio of administrative to research to teaching staff; 1973

— overall inward investment (by source) 1974

— degree of achievement of learning outcomes. 1975

G.3 Tools 1976

Tools for Evaluation in Educational Organizations may include: 1977

— Cost Analysis; 1978

— Satisfaction Surveys; 1979

ISO/DIS 21001:2017(E)


— Suggestion Schemes; 1980

— Complaint and Appeal Systems; 1981

— Impact Evaluation; 1982

— Needs Analysis; 1983

— Statistical Data Analysis; 1984

— Focus Groups; 1985

— Self-Assessment; 1986

— Peer Assessment; 1987

— Boards and Committees to analyse performance; 1988

— SWOT; 1989

— Brainstorming; 1990

— Quality Methodologies: TQM, Lean Six Sigma, Kaizen. 1991


ISO/DIS 21001:2017(E)


Bibliography 1992

Casey, Kerry M. A. Roeper (2000). Mentors' Contributions to Gifted Adolescents' Affective, Social, and 1993 Vocational Development. Vol. 22 Issue 4, p227. 4p. 1994 http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=3378991&lang=pt-br&site=ehost-1995 live 1996

ISO 9001, Quality management systems – Requirements 1997

ISO 10002:2014(E) Quality Management – Customer Satisfaction – Guidelines for complaints handling 1998 in organizations 1999

ISO 26000, Guidance on Social Responsibility. 2000

ISO 29990:2010, Learning services for non-formal education and training -- Basic requirements for 2001 service providers. 2002

2003

http://education.jhu.edu/PD/newhorizons/lifelonglearning/higher-education/medical-schools/ 2004

UNESCO, 2011, International Standard Classification for Education. 2005

UNIQUE Guidelines, 2011 2006

University of Guelph. (2003). Universal Instructional Design. Retrieved 2015 September 21 from 2007 http://www.uoguelph.ca/tss/uid/ 2008

Ministry of Education. (2013). An introduction to special needs education in Ontario. Retrieved 2015 2009

W3C. (2008). Web Content Accessibility Guidelines (WCAG) 2.0. Retrieved 2015 September 21 from 2010 http://www.w3.org/TR/WCAG20/. 2011

Zieglera A., Phillipson S.N. (2012), Towards a systemic theory of gifted education. High Ability Studies 2012 Vol. 23, No. 1. 2013


educational organizations — management systems for educational...

Documents